CATCH 5000.02


By thinking differently about these smaller ACAT II and ACAT III programs, which have considerably less complexity and fewer budgetary implications, we can generate a different view of processes used to develop and acquire these capabilities.


• Conduct AoA and studies. As informa- tion is gathered from the ATDs, the community needs to take an objec- tive look at that data as well as input from the prospective users in the field. Additionally, it is beneficial to attend training events and talk with the war- fighters. An AoA can be more than just a document with fancy graphs and statistics. Use all of this available infor- mation to understand what trade space is acceptable to better inform the objec- tive and threshold requirements in the draft or final capability development document.


• Determine a different path for testing ACAT II and ACAT III programs, one that will provide an effective and suitable level of acceptance but with some risks and assumptions laid out. We spend a lot of time testing with a zero-risk mentality, and that means a


132


lot of time and money. Also, include a feedback mechanism for the user com- munity with respect to test planning. By planning for regular test feedback with the user, trade-offs are made throughout the development of a pro- gram rather than at milestones. Te result is a more dynamic development cycle that reduces


schedule and cost


impacts when data indicate perfor- mance issues.


FOCUSING MANAGEMENT TRAINING ON ACAT II, III While the curriculum required to meet Level III certification teaches our workforce how to develop program acquisition strategies, understand con- tract types, conduct market analysis, execute testing and evaluation, and learn and apply the guidelines outlined in the


DOD Instruction 5000 series, it focuses almost exclusively on managing ACAT I MDAPs.


To increase the information and educa- tion available to professionals dealing with ACAT II and III programs, we are working with the Defense Acquisi- tion University to develop a workshop on streamlining acquisition for program managers of ACAT III-level programs. Te target audience is acquisition per- sonnel from across the Joint Program Executive Office for Chemical and Bio- logical Defense (JPEO-CBD) currently certified at Level II or III for program management. As we progress in this course, it should be required for the requirements generation personnel and testing communities so that we can grow together in this team sport.


> $27 million


< $1,000 NAVIGATING A COMPLICATED PATH


Treating all programs as if they are ACAT I introduces cumbersome, resource-consuming and often unnecessary activities into ACAT II and III programs. (Image courtesy of USAASC)


Army AL&T Magazine October-December 2016


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172  |  Page 173  |  Page 174  |  Page 175  |  Page 176  |  Page 177  |  Page 178  |  Page 179  |  Page 180  |  Page 181  |  Page 182  |  Page 183  |  Page 184  |  Page 185  |  Page 186  |  Page 187  |  Page 188  |  Page 189  |  Page 190  |  Page 191  |  Page 192