Analysis of Contemporary Contingency Contracting Educational Resources

Abstract

This research project examines the problem caused by an inefficient matriculation process for contingency contracting officers that is more ad hoc than it is deliberate. The report specifically analyzes the fundamental differences among educational resources that are available to the contemporary contingency contracting officer: the Defense Acquisition University CON 234 and CON 334, the Naval Postgraduate Schools MN 3318, and the U.S. Armys Soldiers Manual of Common Tasks (51C). We examined three factors that influence how these courses prepare acquisition professionals: the relative similarities and differences among the four courses; the extent to which each course benefits contingency contracting officers of varying targeted levels of proficiency; and whether the intent of each course is met in relation to its course description and targeted audience. The analysis incorporated the use of a benchmark hierarchical model, the Yoder Three-tier Model, to differentiate the four courses learning objectives and target audiences. Additionally, we assisted the Armys Expeditionary Contracting Command in the fielding and validation of a Proficiency Assessment Test for contingency contracting officers. Our research efforts in this regard included conducting market research of web-based test solutions, designing the user interface, inputting over 1,400 test questions, and analyzing examinee results.