<div class="description">
<p>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's CON 234 and CON 334, the Naval Postgraduate School's MN  3318, and the U.S. Army's Soldier's 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 Army's 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.
</p>
<br>Subjects: Resource programs (Education); Yoder's Three-tier model; contingency contracting; Gansler commission; expeditionary contracting; Soldier's Manual of Common Tasks (51C); Army Contracting Command;</div>
<div class="fn value">
<dl><dd>Allen, Dean E.</dd>
<dd>Plys, Martin P.</dd>
<dd>Morris, Vinson B.</dd></dl></div>
Internet Archive identifier