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Webinar Agenda

Webinar Agenda. JCIDS update DAU course realignment Reports from RQM 310 graduates How have you applied the course material? Do you recommend RQM 310? What changes should DAU consider? Next Webinar – July . JCIDS Update. JCIDS is NOT dead! RMCT is already approved and sponsored

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Webinar Agenda

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  1. Webinar Agenda • JCIDS update • DAU course realignment • Reports from RQM 310 graduates • How have you applied the course material? • Do you recommend RQM 310? • What changes should DAU consider? • Next Webinar – July

  2. JCIDS Update • JCIDS is NOT dead! • RMCT is already approved and sponsored • J8 review now in the hands of the Vice-Chairman • Should have answers in August or September • No projected date for new 3170 • 3170 and 3470 being combined • JFCOM being re-aligned • J8 took large portion of JFCOM’s personnel • Joint Staff is delineating roles and responsibilities between J8 and J7

  3. DAU Course Realignment

  4. Certification Training Levels Required Training Level Guidelines

  5. RQM Current Competencies MDD FCB Incremental Development RQM 110 (210?) CLR 041  CLR 101 CLR 252 Core Core + KPPs User Needs Full Rate Prod Decision Review MS B MS C MS A Production & Deployment Materiel Solution Analysis Engineering & Manufacturing Development Strategic Guidance Joint Concepts Capabilities - Based Assessment ICD CDD CPD Technology Development O&S President SECDEF CJCS AoA COCOMs CLR 151 CLR 250 RQM 310 RQM 403/413

  6. Current Core Requirements Training

  7. CLM 041 Evolution CLR 101 Introduction to Requirements Management 4 - 6 hours A, B, C

  8. RQM 101 TLOs • Define the Joint Capabilities Integration Development System (JCIDS) Process • Recognize the Joint Capabilities Integration Development System’s (JCIDS) analytical framework • Recognize the process to validate and approve JCIDS Documents • Describe how a validated requirement transitions from JCIDS to the Defense Acquisition System (DAS) 

  9. Future Direction For RQM 110 ? CLR 101 Introduction to Requirements Management 4 - 6 hours A, B, C RQM 210 Core Concepts for Requirements Management 24 - 30 hours B, C

  10. RQM 413 Addition RQM 413 Requirements Executive Overview 2 hours 4-Star/SES Eq

  11. RQM 151 TLOs • Describe the concept of Analysis of Alternatives (AoA) • Recognize the relationship between AoA and other DoD decision support systems • Identify key activities that occur as a part of a study that precedes an AoA • Describe the Quality Analysis Process • Describe the Effectiveness Analysis Process • Describe the Cost Analysis process • Describe the Risk Analysis process • Describe the Comparison Analysis process • Describe the development of AoA briefings and Final Report 

  12. RQM 310 Critiques Written Critiques 7 Point Likert Scale – 6 or above is DAU’s goal

  13. FY12 Dates and Quotas • Class Dates Oct 3-7 (RQM 310-001) Apr 16-20 (RQM 310-005) Dec 5-9 (RQM 310-002) Jun 4-8 (RQM 310-006) Jan 23-27 (RQM 310-003) Jul 16-20 (RQM 310-007) Mar 5-9 (RQM 310-004) Sep 10-14 (RQM 310-008) • Quotas: USAF (8); USA (8); USN & USMC (10); 4th Estate (4) • Military Services will be responsible for all military (uniform) personnel • 4th Estate will comprise of only civilian personnel

  14. Reports from RQM 310 Graduates • How have you applied the course material? • What has proven most valuable to you? • Are you using the on-line resources? • Do you recommend RQM 310? • Who to? • Why? (or WHY NOT?) • What changes should DAU consider?

  15. Next Webinar? • 1000 EDT, Friday, 29 July 2011

  16. Notes from 20 May Discussion • Questions came up about: • Using CDTM • IT requirements • How do architectures relate to JCIDS? • Teaching more about CONOPs • Including AoAs in RQM 310 is a good idea, but DAU must be sure to keep the material generic and process-oriented • DAU needs to publicize and leverage its on line resources

  17. Back Up Slides

  18. FIPT Roles and Responsibilities • What is a FIPT? • An advisory body on the competencies required by requirements managers • A forum for component positions with respect to training and certification requirements • Feedback on course/training effectiveness • Role of DAU within FIPT structure • Facilitators • Translators of competencies into course material FIPT sets overarching training outcomes DAU develops the methods to deliver the knowledge

  19. FIPT Charter • Purpose • Roles • Functional Leader (FL) • Functional Advisor (FA) • FIPT Membership and Role • Key Responsibility  Competencies • Desired certification • FIPT Operations • Review Cycle • Executive Secretary • Tri-Chair Panel Charter

  20. Competency Model Requirements Units of Competence Strategic Guidance Resourcing Acquisition Competencies Objectives (ELOs) Learning Asset Sub- Competencies Enabling Learning Objectives (ELOs) Lesson Topics Course NOTE: 1 TLO = 1 Lesson Terminal Learning Objectives (TLO’s)

  21. Competency Model Responsibilities FA Domain Units of Competence FIPT Domain Student / Workforce Engagement DAU Domain Competencies Objectives (ELOs) Learning Asset Sub- Competencies Enabling Learning Objectives (ELOs) Lesson Topics Course NOTE: 1 TLO = 1 Lesson Terminal Learning Objectives (TLO’s)

  22. Flow-Down: Competency to Sub-Competency to ELO to Lesson Material (Requirements Unit) • Competency Comprehend the Framework for Requirements Generation. • Sub-Competency (TLO – Lesson objective) Identify the process for staffing and validating a requirements document within DoD (RQM-110, Lesson 13, Staffing and Validation) • ELOs • Covered Material Staffing; validation; role of sponsor; Joint Potential Designators; flow of JCIDS documents thru the staffing, validation and approval process (KM/DS; FCB, JCB and JROC) • Define staffing, validation, and the role of the sponsor within JCIDS. • Describe the JCIDS Gatekeeper process and Joint Potential Designators (JPDs) • Identify how JPDs affect the responsibilities for each component of the JCIDS staffing and validation process. Role of Gatekeeper; role of JPDs; JPD summary Requirements for staffing; validation and approval authorities; JROC Interest and JCB Interest staffing events; comment priorities; Joint Integration staffing events; Joint Information and Independent staffing events

  23. RQM Current Competencies Requirements • Comprehend the Framework for Requirements Generation • Comprehend the JCIDS & Urgent Needs Process • Comprehend the role of requirements stakeholders • Comprehend how Capabilities-Based Assessments are conducted • Comprehend how CBA results inform the requirements, acquisition and resourcing processes • Comprehend the purpose and content of requirements documents (ICD, CDD, CPD) • Demonstrate ability to document capability requirements

  24. RQM Current Competencies Acquisition • Comprehend the basis for systems acquisition and the interrelationships of the Defense Acquisition System and JCIDS processes • Recognize the role of systems acquisition technical processes (SE, T&E, logistics, S&T) in fulfilling a capability need, and their impact on JCIDS • Comprehend the purpose, scope and intent of the Analysis of Alternatives

  25. RQM Current Competencies PPB&E • Comprehend the framework for Defense Programming and Budgeting • Comprehend how DoD estimates cost

  26. RQM 110 TLOs • Identify how the requirements management process relates to the DoD management processes • Recognize the DoD process for requirements identification and fulfillment • Identify statutory and regulatory requirements for oversight and review of defense acquisition programs and their relationship to the JCIDS process • Identify the milestones, phases and key activities of the Defense Acquisition Management System, and their relationship to the Joint Capabilities Integration and Development System • Recognize how the Systems Engineering Technical and Technical Management processes translate operational requirements into an integrated systems design solution

  27. RQM 110 TLOs (CONT) • Describe the relationship between the test and evaluation (T&E) activities that support the defense acquisition process and the Joint Capabilities Integration and Development System (JCIDS) • Recognize the concepts, activities, and key players in the cost estimating process • Describe the Resource Allocation Process • Identify the impact of the Life Cycle Logistics (LCL) activities on the acquisition and sustainment of systems • Recognize the impact of DoD Science and technology (S & T) activities on requirements identification and fulfillment including: the successful transition from S & T efforts to an acquisition program

  28. RQM 110 TLOs (CONT) • Recognize the importance of analysis within the Capabilities-Based Planning (CBP) Requirements Process • Identify the process of staffing and validating a requirements document within DoD • Recognize the DOTMLPF Change Recommendation (DCR) process and the Requirements Manager’s role in developing and implementing non-materiel solutions • Recognize rapid response situations, documents, and procedures • Explain how to prepare an Initial Capabilities Document (ICD) that begins a successful program • Explain how to prepare a Capability Development Document (CDD) that guides the Engineering and Manufacturing Development (EMD) phase of the acquisition process

  29. RQM 110 TLOs (CONT) • Describe the flow of information into a Capability Production Document (CPD) and how the CPD influences the Production and Deployment Phase of weapon systems acquisition • Explain the purpose and development of performance attributes • Recognize how to develop Capabilities-Based Requirements 

  30. RQM 310 TLOs • The student will be able to explain the major elements of JCIDs and the DAS as it applies to Requirements Managers • The student will be able to explain the Capabilities-Based Assessment (CBA) process in the Joint Capabilities Integration Development System (JCIDS) within 80% of identified characteristics • The student will be able to distinguish the key activities and inputs for a Materiel Development Decision (MDD), and the major outputs of the MDD within 80% of identified inputs and activities • The student will be able to differentiate the activities during the Materiel Solution Analysis phase from the Materiel Development Decision (MDD) to Milestone A within 80%

  31. RQM 310 TLOs (CONT) • The student will be able to differentiate the major activities during the acquisition process from Milestone A to Milestone B within 80% • The student will be able to create effective performance attributes and KPPs of given analysis results within 80% • The student will be able to assess the major activities during the acquisition process from Milestone B to Initial Operational Capability (IOC) within 80% • The student will be able to process documentation & apply necessary procedures to answer a rapid response situation in accordance with applicable procedures of Joint Urgent Operational Needs and Immediate Warfighter Needs

  32. RQM 310 TLOs (CONT) • The student will be able to analyze the environment and external influences that may impact developing requirements and delivering capabilities that would reduce program problems 

  33. RQM 403/413 TLOs • Recognize requirements management within the context of a "Big A" acquisition construct and the related processes • Recognize how today's requirements and capabilities for the warfighter are conceived, developed, tested, and acquired • Recognize the roles of stakeholders responsible for the clarification, approval, and advocacy of a warfighter • Apply the lessons learned to the roles and responsibilities of the executive 

  34. RQM 250 TLOs • Define Capabilities-Based Assessments (CBAs) and explain their context within the Joint Capabilities Integration and Development System (JCIDS) process • Identify the preparatory steps necessary to conduct effective and efficient Capabilities-Based Assessments (CBAs) • Plan the conduct of your CBA effort and identify appropriate members for the Capabilities-Based Assessment (CBA) Core Team and CBA Working Group Team • Define each CBA study phase and explain the elements of an Opportunity-Based CBA 

  35. RQM 252 TLOs • Describe the basis of performance attributes and Key Performance Parameters (KPP) • Demonstrate the proper format of performance attributes and KPPs • Describe the elements of a good requirement • Identify the validation and approval process for JCIDS documents and changes to those documents 

  36. RQM 310 Student Feedback • Need better ICDs or at least one that we can say is the “Gold Standard” • Students keep asking for less focus on the “bad” and more on the “good” • Request Service-Level level help acquiring better ICDs • Too focused on ACAT 1 programs (use more examples of lesser prgms) • The Services are responsible for Service-specific instruction • 2007 NDAA focuses DAU to address ACAT 1 programs • Initial critiques noted RQM 310 was too “ICD-Centric” • Added more discussions on CDDs and KPP writing • Considering adding additional instruction on AoA • Will add elements of CLR 151 when completed • Minimal time spent on PPBE and “Affordability” issues • Monitoring Department direction with SECDEF’s affordability initiatives • Will work to modify course content as Dept policies and direction solidify • In the process of improving all RQM 310 simulations Simulation Upgrade Plan

  37. RQM 310 Critical Critiques (Requirements) • Expand on where/how requirements and acquisition process intersect • Show an example of high level CBA results/products • Choose an ICD that shows a good example of what was done right • Too much focus on “bad” ICDs and not enough examples of “good” ICDs • Get permission from JROC Sec. to record; show video of actual FCB/JCB/JROC • Show an unclassified example excerpt from an IPL or SWarF to highlight what a gap or prioritization looks like • Too much of the course time is used to rehash info from RQM 110 • Too “Pentagon-centric”; too much time on RQM 110 review, not enough “new” info • Some discussion was an “oversimplification” of the process; didn’t get into the tasks, conditions, and standards for developing capability gaps (FAA & FNA) • Have a separate block on DOTMLPF Change Requests (DCRs) • There is a striking absence of training on DOTmLPF Integrated Capabilities Recommendation (DICR) & how it can implement solutions that are not Big “M” • More emphasis on requirements documents is needed at this level and not necessarily on the process

  38. RQM 310 Critical Critiques (Requirements) CONT • We need to know more, become experts on requirements generation and how to capture the requirements in the proper requirements document • We need to recognize a well written KPP, KSA and we need to learn how to decipher a COCOM need from a want and then put it into requirements document language • Course material was very basic and not designed for a group who have worked JCIDS process for some time (most have years experience.) • We spent to much time on ICDs and not enough time on CBA, CDD and CPDs • Would like to see examples of how capability gaps found in the CBA and captured in the ICD were mapped to the JCAs and JCOs • Incorporate JCIDS Manual and go over more detailed, step-by-step review of each ICD section…needs more “meat” • Increase focus on creation and staffing of specific documents RMs must shepherd through the JCIDs process.  CBA training and ICD document creation should be mandatory and possibly consider extending the course if possible • Wouldn't mind more info on COCOM connections • More work perhaps on writing KPPs.  Show why KPPs are or are not testable

  39. RQM 310 Critical Critiques (Acquisition) • Expand on where/how requirements and acquisition process intersect • Too focused on ACAT 1 programs (use more examples of lesser programs) • Remain focused on ACAT 1D programs and not Service-specific lower ACAT programs • Too much of the course time is used to rehash info from RQM 110 • Add an AoA section/block; provide more in-depth on non-materiel DOTMLPF domains • Seems we are more interested in Acquisition Time line as opposed to talking about Requirements impact

  40. RQM 310 Critical Critiques (Resourcing) • Need to incorporate how PPBE process plays; more emphasis on funding • If cost informed is such a hot topic, maybe some time on where you get cost estimates and the different methods to do costing (parametric, analogous etc.) • Need more time and emphasis on the POM process Return

  41. Requirements Management Training Curriculum Core Core Plus Executive Level (Electives) CLM 041Capabilities-Based Planning CLR 151 Analysis of Alternatives RQM 403 Requirements Executive Overview Workshop (REOW) CLM 029 The Net-Ready KPP RQM 413 Requirements Executive Overview (REO) RQM 110 Core Concepts for Requirements Management CLR 250Capabilities-Based Assessments Deployed Under Consideration CLR 252 Developing Requirements RQM 310 Advanced Concepts and Skills In revision CLR XXX The IT-Box

  42. Requirements Manager Certification Training (RMCT) • 2007 NDAA, Sec. 801: • “The USD(AT&L), in consultation with DAU, shall develop a training program to certify military and civilian personnel of the DoD with responsibility for generating requirements for MDAPs.” • Interrelationship between requirements, budget, and acquisition, • Developing joint operations requirements, • Early baselining of program requirements and “the adverse effect” of changing or adding requirements, and • Importance of technology maturity and alternatives * A: Contribute to the Requirements generation and capability development process … B: Significantly involved with Requirements generation and capability development … C: Designated by organizational leadership for advanced Requirements instruction; Primary duties involve leadership / supervisory roles in requirements generation and capability development… D: GO/FO/SES – Validate and / or approve documents…

  43. Simulation Upgrade Plan • Admin Module • Better Progress monitoring indicators and Instructor controls • CBA Simulation • Better debrief capabilities showing results of all candidates • Control mechanism to limit student inputs to budget ceiling • Prioritization Simulation • Better use of Turning Point to focus students on conflict prioritizations • Use “Average” algorithm to display results from High/Med/Low exercise • Have “Submit” button when student is finished with selections • Improve events used for simulation • JCIDS Simulation • Gen Armstrong briefing “progress bar” – controllable by students • Address “refresh” issue with presentation of student results • Add a “step ready” button to improve instructor control a visibility • Add Gen Armstrong briefing text (Sec 508 compliance) Return

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