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Washington, D.C. October 2008

USER TRAINING. AWCS “101”: Introduction to the Acquisition Workforce Competencies Survey. Washington, D.C. October 2008. This document is confidential and is intended solely for the use and information of the client to whom it is addressed. Acquisition Workforce Competencies Survey.

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Washington, D.C. October 2008

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  1. USER TRAINING AWCS “101”: Introduction to the Acquisition Workforce Competencies Survey Washington, D.C. October 2008 This document is confidential and is intended solely for the use and information of the client to whom it is addressed. Acquisition Workforce Competencies Survey

  2. Course Agenda Course Objectives Acquisition Workforce Competency Survey Overview Next Steps & Contact Information

  3. AWCS “101” Course Objectives Upon completion of this course you should be able to: • Describe the Acquisition Workforce Competencies Survey initiative • List thefour (4) steps in conducting an Acquisition workforce capability assessment • Identify thesteps in formulating an acquisition capability demand model • Describe the importance of target setting when performing gap analyses • Convey the role of the Federal Competency Assessment Tool – Acquisition Workforce (FCAT-AWF) • Access the Acquisition Workforce Competencies Survey Resource Guide • Explain the Acquisition Workforce Competencies Survey and the FCAT-AWF to other members of your organization

  4. Course Agenda Course Objectives Acquisition Workforce Competencies Survey Overview Planning Data Collection Analysis Evaluation Next Steps & Contact Information

  5. The Acquisition Workforce Competencies Survey establishes a baseline of acquisition workforce capabilities by comparing supply and demand data Acquisition Workforce Competencies Survey“Gap and Solutions” Federal Competency Assessment Tool – Acquisition Workforce (FCAT-AWF) “Supply” Capability Requirement Scenario Development “Demand” • Web-based survey (Acquisition Workforce Competencies Survey) and data mining/analysis application • Highly visible • Participation by Governmentwide acquisition workforce • Results in database of survey responses • Supported by FCAT-AWF tracking site • Describes the Supply of acquisition workforce capabilities • A process for determining Agency-specific capability requirements and establishing proficiency targets • Leverages data compiled in the FCAT-AWF • Limited audience • Participation by Agency Acquisition Career Managers and their designees • Describes the Demand for acquisition workforce capabilities

  6. Acquisition Workforce Competencies SurveyStep by Step Approach Step I: Planning Step II:Data Collection Step III: Analysis Step IV:Evaluation The Acquisition Workforce Competencies Survey involves a four-step approach that includes Agency-specific scenario planning and analysis

  7. Step 1: Planning is the process of exploring, discussing, and documenting the key strategic drivers that affect the acquisition mission of the Agency • Planning is a critical first step that will feed into many subsequent steps (i.e., demand model development) in the capability assessment process • Generally consists of structured discussions among Agency’s operations leadership, human capital leadership, and relevant subject matter experts • The key components of the Planning process are: • Understanding the role of the Agency’s mission • Identifying internal and external drivers that may affect workforce requirements • Scenario planning

  8. Step 2: Critical data must be collected in order to successfully perform a capability assessment • The data needed to perform a capability assessment can generally be categorized into two broad categories: Supply Model • Source: Acquisition workforce • Description: Current acquisition workforce capabilities • Collection Method: Acquisition Workforce Competencies Survey (AWCS) using the Federal Competency Assessment Tool – Acquisition Workforce (FCAT-AWF) Demand Model • Source: ACMs, SMEs, stakeholders • Description: Required/future acquisition workforce capabilities • Collection Method: Step 1: Planning activities previously discussed

  9. “Supply” or current proficiency ratings are being gathered for general business and technical competencies, as well as acquisition-aligned skills The acquisition workforce includes Federal employees (non-DoD) performing duties as: Contract Specialists (regardless of series) Contracting Officer Technical Representatives Program/Project Managers The survey is open from August 4th to October 31st, 2008 Supply data is collected from acquisition professionals via the Governmentwide Acquisition Workforce Competencies Survey (AWCS) Acquisition Workforce Competencies Survey ILLUSTRATIVE

  10. The FCAT-AWF is the web-based assessment tool that compiles acquisition survey responses Survey responses are kept anonymous The FCAT-AWF includes standard reports and a dynamic analysis application that can be used to help identify competency gaps The survey is comprised of 5 sections: Demographics Competencies Skills Environmental/Managerial Certifications The AWCS is administered using the Federal Competency Assessment Tool – Acquisition Workforce (FCAT-AWF) AWCS Competency Self-Assessment ILLUSTRATIVE

  11. AWCS participants are asked to assess their current level of proficiency in each of the general and technical competencies, and the acquisition-aligned skills using a proficiency scale COMPETENCY/SKILL PROFICIENCY SCALE

  12. “Demand” data refers to Agency-established proficiency targets for each of the three acquisition functional areas surveyed Governmentwide Contracting Specialist proficiency targets have already been established using the Contracting Workforce Target Proficiency Poll Contracting proficiency targets can be tailored to Agency-specific requirements Acquisition Career Managers (ACM) are encouraged to work with Agency subject matter experts (SMEs) to identify the important general and technical competencies and establish proficiency targets Proficiency targets will be used along with survey data to perform gap analyses Capability demand scenarios should be developed by each Agency with collaboration between ACMs and SMEs Contracting Workforce Target Proficiency Poll ILLUSTRATIVE

  13. The methodology for Agency-specific scenario planning involves five iterative activities for key Agency stakeholders (typically ACMs and Agency SMEs) • Key Agency stakeholders participate in “planning” to establish an understanding of future work changes based on mission and business needs for their Agency • Key Agency stakeholders identify the “most important” competencies, skills and certifications by acquisition job function • Key Agency stakeholders determine the target proficiency level(s) for each competency per job function • Key Agency stakeholders identify competencies (approximately five) that are considered most important regardless of job function performed • Key Agency stakeholders identify competencies (approximately five) they think require additional training to improve the job performance of their workforce The above methodology is designed to be easy to use, minimally time consuming, and flexible enough to accommodate agencies that want to set targets at more discrete levels

  14. Step 3: Once scenario planning is complete and demand models are set, a broad range of Governmentwide and Agency-specific analyses can be performed • Three types of analyses can be performed: • Demographic (Supplydata) • “As-Is” (Supply data) • Gap (Supply and Demanddata) • All analyses are based on a combination of survey responses (supply) and established proficiency targets (demand), as appropriate

  15. Demographic analyses will help with understanding a number of aspects of the acquisition workforce • Demographic analyses can help to understand how various acquisition workforce populations (e.g., certain occupational series, grade levels, age groupings, educational background) “behave” in terms of a variety of factors • Demographic analyses can also help to understand how capabilities may change over time based on the demographic profile of the workforce Tabular Cross-Tabular

  16. “As-Is” analyses are available via the FCAT-AWF’s data analysis application and reports to help users understand current capabilities • Like demographic analyses, “As-is” analyses include a set of tabular (showing the number of responses for one dimension) reports. For example: • Competencies: proficiencies (tabular) • Skills: proficiencies and time spent (tabular) • Managerial & Environmental: agreement (tabular) • Certifications: frequencies (tabular) • In addition, the tabular “As Is” reports can be combined with selected demographic elements to develop cross-tabular (showing the number of responses for multiple dimensions compared to each other) reports. For example: • Competency proficiency by acquisition function (cross tabular) • Competency proficiency by grade (cross tabular) • Skill proficiency by retirement estimation (cross tabular) • Skill proficiency by age (cross tabular) • Skill time spent by acquisition function (cross tabular)

  17. Proficiency Gap Capability Coverage Gap analyses are performed when you compare the supply model with the demand model for each specialized job activity • Gap analyses focus on comparing, for example, current versus desired proficiency for a competency or skill (Supply versus Demand models) • Gap analysis will indicate where you might have gaps in a specific capability (e.g., a competency that has been associated with a job function), and will also indicate the relative degree of a gap (small or large)

  18. Additionally, once gaps have been identified, an analysis can be performed to develop mitigation and solution strategies • A comparison between supply and demand models will provide quantitative data on gaps, but it is up to the individuals analyzing the data to determine the significance of each gap, and devise the appropriate mitigation and solution strategy • Gaps are relative; a small gap (e.g., 0.5) may be very significant if an Agency requires everyone performing an activity related to the competency or skill to be proficient; conversely, a larger gap (e.g., 2.5) may be less significant if an Agency expects its workforce to be building competence over time • Gaps may be explained by any number of reasons, such as a capability being supported by a military or contractor workforce; this should be taken into account

  19. Agencies should consider various factors when devising acquisition workforce capability gap mitigation strategies • There are several human capital areas that ACMs could focus on to develop short- and long-term strategies to address and mitigate acquisition workforce competency gaps that include: • Organizational training/knowledge sharing • Career development programs • Workforce planning • Leadership development • Retention programs • Recruitment plans • Succession planning • Quantitative data and the subsequent analysis and mitigation/solution strategies should be used as critical input to Agency Human Capital Plans

  20. Further strategies are outlined in the Acquisition Workforce Strategic Human Capital Plan Model available from FAI Initial Strategies to Resolve Potential Gaps

  21. Step 4: Regular evaluation of the Acquisition Workforce Competencies Survey is recommended to assist ACMs in identifying and addressing acquisition workforce competency gaps • ACMs should partner with other internal stakeholders to establish and document measurement mechanisms and best practices in human capital implementation for the Department/Agency and potential factors that could hinder meeting acquisition workforce capability goals • Key strategic questions that ACMs should consider when evaluating competency gap mitigation efforts include: • How are human capital strategies currently being implemented across the Department/Agency? • What level of resources (e.g., funding, training) is the Agency allocating for achieving acquisition workforce capability goals? • How is the Department/Agency progressing toward desired targets and goals? • What is the effectiveness of acquisition workforce related recruiting, retention, training and development programs?

  22. Metrics and measures should be established to demonstrate progress toward mitigating acquisition workforce competency gaps and accomplishing strategic human capital goals • The Acquisition Workforce Competencies Survey will provide the workforce analysis data necessary to systematically identify mission critical job responsibilities and capabilities needed in the current and future acquisition workforce • There are several questions ACMs should consider before determining what measures and metrics to implement in managing their acquisition workforce: • What are current assumptions about acquisition workforce dynamics and trends? • What models are used to understand trends in attrition and other workforce dynamics (e.g., promotion rates, internal progression patterns, and development lead times) that are predictive over time? • What are the standard criteria used for evaluating the utilization of the acquisition workforce? • What are the anticipated workforce gaps and surpluses for each acquisition occupational series?

  23. Annual progress reviews of Agency’s acquisition workforce strategic human capital plans are equally important in determining the success of the Acquisition function • Annual progress review helps determine how well the Acquisition function is achieving its outcomes and the efficiency and effectiveness of its human capital programs • ACM may revise the OPM “Proud to Be” Goals and action plans to reflect improvements to the strategies and processes to achieve better human capital results • Annual progress reviews may suggest the need for modifications to human capital strategies, including adjusting timelines for achieving human capital goals, recalibrating performance measures, or refining the data collection approach and tools • Benchmarking reviews of the Acquisition Workforce Competencies Survey with other similar public sector organizations and Federal agencies will help identify best practices in acquisition workforce performance measurement and human capital planning

  24. The Acquisition Workforce Competencies SurveyResource Guide will assist Federal agencies in planning, analysis and execution of acquisition human capital planning activities • The Acquisition Workforce Competencies SurveyResource Guide provides the following: • An understanding of the need and drivers for human capital planning, both overall and specific to the acquisition workforce • A high-level overview and details concerning the Acquisition Workforce Competencies Survey • The step-by-step approach for performing the capability assessment. Steps include: • Planning • Data Collection • Analysis • Evaluation • Resources that support each step of the process • Further discussion on linking mitigation strategies to human capital plans, organizational outcomes, and benchmarking ILLUSTRATIVE

  25. Course Agenda Course Objectives Acquisition Workforce Competencies Survey Overview Next Steps & Contact Information

  26. Next Steps • A follow-on training courses (AWCS “201”: Survey Data Analysis Using the FCAT-AWF and AWCS “301”: Acquisition Workforce Competency Reporting) will be conducted to teach participants how to: • Generate various types of reports (e.g., demographic, “as-is”, and gap) and work with report data • Export data to Excel and work with various types of pre-formatted templates • Conduct a gap analysis using proficiency targets • Interpret gaps and formulate mitigation strategies • Use the Acquisition Workforce Competencies Survey data in completing the OPM Competency Chart for the Acquisition Workforce • The Acquisition Workforce Competencies SurveyGuide and an FCAT-AWF User’s Guide will be made available via the Federal Acquisition Institute and FCAT-AWF sites • The FCAT-AWF is being updated to include additional report formats and functionality

  27. AWCS “101” Course Objectives Upon completion of this course you should be able to: • Describe the Acquisition Workforce Competencies Survey initiative • List thefour (4) steps in conducting an Acquisition workforce capability assessment • Identify thesteps in formulating an acquisition capability demand model • Describe the importance of target setting when performing gap analyses • Convey the role of the Federal Competency Assessment Tool – Acquisition Workforce (FCAT-AWF) • Access the Acquisition Workforce Competencies SurveyResource Guide • Explain the Acquisition Workforce Competencies Survey and the FCAT-AWF to other members of your organization

  28. Acquisition Workforce Competencies Survey POCs

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