Project Management II: An understanding of the tools, processes and concepts of intermediate project management that enable the individual to: Develop and document an integrated master schedule; Assist in the development of an estimate of Total Ownership Cost (TOC); Clearly define requirements to meet needs including, where appropriate, performance-based outcomes and setting performance standards; Formulate the key features of a risk/opportunity management process; Establish a requirements development process that provides traceability back to user-defined capabilities; Formulate the key features of the T&E program, including modeling and simulation; and Develop a life-cycle plan for delivering, maintaining, and retiring a product that includes supply chain considerations. Project Management Professional (PMP) A minimum of 24 hours of coursework in intermediate project management covering the competencies listed, or completion of the following coursework or equivalent. See FAI’s FAC-P/PM Vendor Consortium or your ACM for approved vendors that provide the following coursework: Intermediate Project Management for I.T. Project and Program Managers (24 CLPs) Leadership II: Knowledge of techniques and experience employing effective leadership and interpersonal skills to include: Partnering; Entrepreneurship; Strategic Thinking; Team Building/IPT Conflict Management; Creativity/Innovation; and Leveraging Diversity. Project Management Professional (PMP) A minimum of 16 hours of coursework in employing correct and effective leadership and interpersonal skills and covering the competencies listed, or completion of all of the following courses or equivalent. See FAI’s FAC-P/PM Vendor Consortium or your ACM for approved vendors that provide the following coursework: Intermediate Leadership Skills for Project and Program Managers (16 CLPs)
2. Attending/speaking/presenting at professional seminars, symposia, and conferences. Employees can receive points for attending professional seminars or conferences that are job-related. However, the supervisor needs to determine that the individual learned something meaningful from the experience. If the employee is presenting, because significant effort is involved in preparing and delivering presentations, credit should be given for each hour invested in the preparation, as well as the time for the actual presentation. 3. Publishing. Writing articles related to acquisition for publication generally meets the criteria for continuous learning. Points may be awarded only in the year published. 4. Participating in workshops. Points may be awarded for workshops with planned learning outcomes. C. Other Formal Education 1. Formal training. Immediate supervisors should use Continuing Education Units (CEUs) as a guide for assigning points for formal training programs that award CEUs. The CEUs can be converted to points at 10 CLP points per CEU. 2. Formal academic programs. For formal academic programs offered by educational institutions, each semester hour is equal to one CEU. A 3-hour credit course would be worth 3 CEUs and 30 CLP points, assuming that it is applicable to the acquisition function. D. Experience Experience includes on-the-job experiential assignments and intra- or rotational career-broadening and developmental experiences. Longer assignments are assumed to be more beneficial than shorter ones. The supervisor may feel that an individual deserves more or fewer than those shown in the table. In determining CLPs for a rotational/developmental assignment, the supervisor should consider both the long-term benefit to the agency and the immediate benefit to the individual’s employing organization and the individual. For example, a second rotational assignment of the same sort would be less valuable than a different type of rotational assignment. When experience or other activities are to be used to earn CLPs in lieu of formal training, certain principles should be followed. Supervisors and employees should as closely as possible, the tasks to be accomplished, expected outcomes, and the learning opportunities. If it is an assignment, the individual should be mentored during the assignment. Completion of a product, such as a briefing, a project design, a report, or other work product that shows the learning attained, is desirable. Sharing the
PART C – RATIONALE FOR REQUESTING CERTIFICATION VIA FULFILLMENT Provide a brief explanation as to why you are requesting full or partial certification through the fulfillment option. Attach additional sheets, if necessary. PART D – JUSTIFICATION OF ACHIEVEMENT OF COMPETENCIES The certification through fulfillment option requires you to provide a narrative justification that addresses your achievement of each of the “training by process competency areas.” Your narrative justification must also identify the federal agency, employment dates, position titles, a brief description and dollar amount of major acquisitions managed, and the duties performed that provided the relevant competencies. When completing competency justifications, candidates must complete the FAC-P/PM Fulfillment Form for Acquisition Competencies and Proficiencies fillable template at: . (NOTE: Candidates should only address the competency and proficiency areas in which they are seeking fulfillment. For all other areas, insert “Not Applicable” (N/A)). Candidates may refer to the Federal Acquisition Institute’s (FAI’s) FAC-P/PM Program/Project Management Training Blueprint guide at , which explains the competencies and proficiencies required for training by process for Entry/Apprentice, Mid-level/Journeyman, and Senior/Expert project and program managers. PART E – SIGNATURES 1. Applicant’s certification: I certify that the information provided is accurate, current, complete, and fully supports the waiver action requested. Applicant’s signature ________________________________Date_______________ 2. Immediate supervisor’s concurrence/non-concurrence: