Acquisition Curriculum Design /Development Contract (ACDC ...



ATTACHMENT 1 PERFORMANCE WORK STATEMENT (PWS)DEPARTMENT OF VETERANS AFFAIRSSTRATEGIC ACQUISITION CENTER (SAC)Veterans Affairs Acquisition Academy (VAAA)/Acquisition Curriculum Design/Development Contract (ACDC)March 18, 2015Table of Contents TOC \o "1-3" \h \z \u 1.0 BACKGROUND PAGEREF _Toc413143469 \h 32.0PURPOSE PAGEREF _Toc413143470 \h 43.0SCOPE PAGEREF _Toc413143471 \h 54.0ACDC PROGRAM STRUCTURE PAGEREF _Toc413143472 \h 65.0APPLICABLE DOCUMENTS PAGEREF _Toc413143473 \h 76.0PERFORMANCE DETAILS PAGEREF _Toc413143474 \h 77.0ORGANIZATIONAL CONFLICT OF INTEREST (OCI) PAGEREF _Toc413143475 \h 88.0SPECIFIC TASKS PAGEREF _Toc413143476 \h 89.0GENERAL REQUIREMENTS PAGEREF _Toc413143477 \h 1410.0KEY PERSONNEL PAGEREF _Toc413143478 \h 1511.0POSITION/TASK RISK DESIGNATION LEVEL(S) AND CONTRACTOR PERSONNEL SECURITY REQUIREMENTS PAGEREF _Toc413143479 \h 1612.0PERFORMANCE METRICS PAGEREF _Toc413143480 \h 1713.0DELIVERABLES PAGEREF _Toc413143481 \h 17ADDENDUM 1. VA SPECIFIC INFORMATION PAGEREF _Toc413143482 \h 191.0 BACKGROUND1.1The Government considers the Chapman Alliance Ratio as an industry benchmark in estimating the level-of-effort and costs for curriculum development. The chart below reflects the Chapman Alliance descriptions and ratios. Historically, this benchmark has been utilized in the development of the Government’s requirements and cost estimates.Method of Training DeliveryChapman Alliance Descriptions & RatiosNumber of Development Hours per 1 Finished Training Hour Rapid Development, Simple ProjectAverage Typical ProjectAdvanced, Complex Project, Enhanced MediaInstructor Led Training (ILT)including front end analysis, design, lesson plans, handouts, workbooks, PowerPoint, SME reviews of content to be used during live, face-to-face learning events.ILT training, Possible repurposing from existing source material, minimal print-based learning support material22:1ILT training, Average project for creating corporate ILT class with well documented deliverables (Lesson Plan, Handouts, Workbooks, PowerPoint Visuals)43:1ILT training, Complex subject matter, very custom, extended time spent on formatting classroom deliverables82:1Level 1 eLearning Basic: Content pages, text, graphics, simple audio, simple video, test questions. PowerPoint-to-eLearning often falls into this category. Basically pages with assessment.eLearning output, Rapid Development, Simple Content, Specialized Authoring Tools (i.e. PowerPoint to eLearning tools)49:1eLearning output, Most typical (average) Level 1 eLearning Content79:1eLearning output, Complex projects, difficult to produce, more media production125:1Level 2 eLearning Interactive: level 1 plus 25% (or more) interactive exercises (allowing leaners to perform virtual “try it” exercise), liberal use of multimedia (audio, video, animations).eLearning output, Rapid development through templated interactions, simple animation, efficient or low-end media production127:1eLearning output, Most typical (average) Level 2 projects184:1eLearning output, advanced and custom interactions, embedded simulation activities and lots of media267:1Level 3 eLearning Advanced:Highly interactive, possible simulation or serious game based, used of avatars, custom interactions, award winning caliber courseware.eLearning output, templated interactions, templated games and simulations, efficient simulation development practices (rapid development)217:1eLearning output, Most typical (average) Level 3 projects490:1eLearning output, complex projects, advanced learning simulations and games, extensive media production716:1Large Scale Blended Learning DevelopmentRepurposing 60% or more of "existing" content22:1Average development for blended learning49:1Developing 60% or more of “New" content69:1Source: Chapman, B. (2010). How Long Does it Take to Create Learning? [Research Study]. Published by Chapman Alliance LLC. ; and Source: Chapman, B. (2013). Large Scale, Blended Learning Development: Benchmark [Research Study]. Published by Chapman Alliance LLC. . 1.2Historically, the VAAA continuous learning environment has used Blackboard (BB), VA’s Talent Management System (TMS), and Adobe Connect. The contractor may be required to use other learning delivery platforms, as specified in individual Task Orders (TOs). 2.0PURPOSE2.1The Office of Federal Procurement Policy (OFPP) and the Federal Acquisition Institute (FAI), in partnership with the Veterans Affairs Acquisition Academy (VAAA), have a requirement to provide the acquisition workforce with the tools, resources, and job aids necessary to successfully achieve agency missions. For the purposes of this PWS the acquisition workforce (AW) shall include acquisition, program management, facilities management and construction, and supply chain management.2.2ACDC is intended to enable the Government to provide high quality, low cost training solutions that represent the best value in meeting the Department of Veterans Affairs’ (VA) and other agencies’ training and career development needs.2.3The purpose of this contract is to acquire curriculum design, development, and maintenance services and related customized training and learning solutions to enhance training and career development opportunities for the entire federal AW. 2.4The contractor shall provide curriculum development services for customized training content to meet specific certification, elective, and Continuous Learning Point (CLP) requirements that are mandated by the OMB’ OFPP. Additionally, the VAAA has a need for the development of core and continuing education curricula for the supply chain and facilities management (FM) and construction workforce per the Federal Buildings Personnel Training Act of 2010.Finally, ACDC will also better align curriculum development efforts to achieve greater cost savings, consistency, standardization, and quality across the Federal Government. 3.0SCOPE3.1For the 1102 workforce alone, recent Fed Scope data indicates a federal contracting workforce of approximately 40,000 employees which translates into roughly 3.2 million hours of CLP training required to maintain Federal Acquisition Certification (FAC)-Contracting (C) every two years. Data recently provided by civilian agencies to OFPP indicated a Contracting Officer’s Representative (COR) workforce of around 50,500 employees and a Program Management (PM) workforce of just over 6,000 employees. Both of these workforces have similar CLP requirements Project/Program Management (P/PM) and FAC-COR. Additionally the supply chain and FM workforce totals over 30,000 employees.3.2The scope of this contract does NOT include the development of COTS FAC-C core training courses that are needed to meet FAC requirements. Rather, this contract seeks to acquire customized curricula to provide electives and/or CLP classes to attain or maintain FAC-C. This contract also seeks to acquire core curricula and continuing education for the supply chain and FM workforce. Maintenance for existing Government owned courseware is also included in scope.3.3Through the contract, the VA and other Government agencies will be able to acquire customized curriculum design, development and maintenance solutions and related customized training and learning applications via direct or assisted acquisition, in accordance with FAR Subpart 17.5 Interagency Acquisitions, in the following general areas of services:Front-end analysis and diagnostics to determine optimal training/learning intervention solutions that will resolve customer performance problems and meet goals and objectives;Responsive, innovative training/learning solution design that ensures requirements traceability and effectively controls the solution development effort;Training/learning solutions (including maintenance and updates) that employ cost-efficient, schedule-responsive processes and industry best practices;Evaluation, measurement, and validation of the effectiveness of the delivered training/learning solutions;Training implementation [including pilot offerings and train-the-trainer (T3) support of curricula developed hereunder] and program management support at the individual course delivery level;Program management support at the major training/learning program or enterprise level;Customized blended learning solutions to supplement COTS content;Design and development of cohort-based interns/fellows programs;Customized training and learning solutions that include, but are not limited to, the following examples: classroom-based training programs; technology-enabled learning interventions; print-based instructional materials; web-based job aids and performance support strategies, including enterprise-wide solutions such as help desks or call centers; electronic performance support systems; mobile learning; personal digital assistant (PDA)-based and similar performance support solutions; performance consulting and coaching; training program evaluation and blended training and learning solutions consisting of the aforementioned or new and innovative approaches; and,Other related curriculum development and educational support services, such as strategy recommendations, job task analysis and competency modeling; electronic performance support elements including guided tutorials and intelligent tutors, templates and Standard Operating Procedure (SOP) development and revisions, mobile learning applications, and any other deliverable that can be utilized to close an employee’s competency/performance gap.3.4Accreditation Standards – The Government may seek accreditation by the American Council of Education for curriculum developed under ACDC. In that regard, ACDC contractors must ensure that curriculum design and course development efforts adhere to ACE accreditation standards and will be available to assist the Government in providing necessary documentation. Additionally, the Government may pursue accreditation at some point in the future through organizations such as the Council on Occupational Education (COE), the International Association for Continuing Education and Training (IACAT), the National Commission for Certifying Agencies (NCCA), and the Institute for Credentialing Excellence (ICE). Should the Government decide to pursue accreditation through these other organizations, such support from the contractor shall be within the scope of this contract. 4.0ACDC PROGRAM STRUCTUREACDC contractors may be tasked with program management, curriculum design, and/or course development services under this contract. Although they could be the same, the contractor who develops the curriculum design may or may not necessarily be the same contractor who is tasked with developing associated courses within that same curriculum. Potential Conflicts of Interest will be addressed at the task order level.The Government will own curriculum designs for course development and/or maintenance updates for any or all courses within a particular curriculum design. While there are efficiencies that often can be realized through the same contractor doing curriculum design and course development, the Government reserves the right to compete course development.The Government may combine curriculum design and course development when the delivery modality sought and complexity of the project is known.APPLICABLE DOCUMENTS 5.1 In the performance of the tasks associated with this PWS, the contractor shall comply with the following (including subsequent revisions and/or successors):44 United States Code (U.S.C.) § 3541, “Federal Information Security Management Act (FISMA) of 2002”10 U.S.C. § 2224, "Defense Information Assurance Program"36 C.F.R. Part 1194 “Electronic and Information Technology (EIT) Accessibility Standards,” July 1, 2003 Homeland Security Presidential Directive (12) (HSPD-12), August 27, 2004Agency Specific Section 508 Compliance Requirements, Section 503 of the Rehabilitation Act of 1973, applies to all Government contracts in excess of $15,000 for supplies and services (including construction) except as waived by the Secretary of Labor. 5.2Other documents may be specified at the task order level.6.0PERFORMANCE DETAILS6.1 TravelIf specifically required in the TO, occasional long distance (over 50 miles from the Government agency) may be necessary to collect subject matter expertise input and to assist with other potential program management support activities. Long distance travel might also be required by instructors presenting training for pilot offerings. In these cases, such travel will be reimbursed against the travel not-to-exceed line item in the contract/task order in accordance with the Federal Travel Regulations (FTR) or as specified at the task order level.Additionally, such travel must be approved in advance and in writing by the COR. The Government will NOT reimburse any travel expenses associated with local travel unless incorporated in a TO.6.2Place of Performance and Work HoursGovernment facilities will NOT be provided for work performed hereunder, unless otherwise specified within a task order. The contractor’s work hours for its personnel supporting this effort are at the contractor’s discretion; however, the contractor shall ensure staff is available for necessary consultation and collaboration with the Government to ensure successful and timely performance. 6.3Contract Postaward Orientation The Contracting Officer (CO) will conduct a postaward conference at the VAAA in Frederick, MD within two weeks after contract award with participation from OFPP and/or FAI as required. Contractor key personnel are expected to attend in person and the purpose of this meeting is to ensure there is a common understanding of contract performance requirements. 7.0ORGANIZATIONAL CONFLICT OF INTEREST (OCI) Efforts to be performed by the Contractor under this contract are of such a nature that they may create a potential OCI as contemplated by Subpart 9.5 of the Federal Acquisition Regulation (FAR). In accordance with FAR 9.507-1, the Government has identified multiple Organizational Conflicts of Interest (OCI) associated with this requirement. See Addendum 1 VA Specific Information for VAAA identified OCI. 8.0SPECIFIC TASKS Specific tasking and associated technical requirements shall be identified at the task order level, but in general the contractor shall be required to perform and produce the following tasks and deliverables. 8.1Program Management – The contractor shall provide program management to ensure that all task orders are performed efficiently, accurately, on time, and in compliance with all requirements. Additionally, the contractor shall institute continuous process improvement, as necessary. The contractor shall designate a single Program Manager to oversee all task orders. The Government may place a separate level-of-effort task order for ACDC Program Management Support when considered appropriate. The contractor shall provide an Integrated Master Schedule in Microsoft Project on all task orders. The contractor shall provide monthly status reports as well as a quarterly program management review to senior Government leadership for each task order and the overall ACDC IDIQ that consolidates the performance status of all task orders (if applicable) to include at a minimum:Quality Assurance Plan (QAP);Consolidated TO resource management information;Potential barriers, issues, or risks that would improve the design/development process or that might hinder successful performance;Schedule tracking information;Continuous process improvement efforts; andOther information the contractor deems appropriate to keep the Government well informed of consolidated task order performance.The Contractor shall provide, on a quarterly basis to the IDIQ COR and the Contract Specialist one (1) electronic version of the quarterly report using the approved format. This quarterly report shall provide the IDIQ Base Contract price and the IDIQ task order price to determine savings. The report is due within 15 calendar days after the close of each quarter’s business: 1st Quarter: October 1 – December 312nd Quarter: January 1 – March 313rd Quarter: April 1 – June 304th Quarter: July 1 – September 30The format for this report will be provided to the Contractor upon contract award of the IDIQ.This report shall be provided to the designated point of contact as indicated in Section B, Contract Administration Data of the contract. 8.2Project Management - The contractor shall designate a Project Manager for each task order to ensure that the all tasks are performed efficiently within cost, accurately, on time, and in compliance with the task order, including the services required for any courseware that requires a File Transfer Protocol (FTP). The contractor shall determine how many task orders a Project Manager can manage and ensure that all the task order requirements are met. 8.2.1The contractor’s Project Manager shall provide all personnel, all equipment, services, and software to support the work under this PWS and to allow the appropriate collaboration, as stated in the task orders, with the assigned Government Subject Matter Experts (SMEs). Collaboration includes being able to synchronously: Review curriculum deliverables during design and development;Provide feedback on in-work efforts.8.3Project Status Tracking and Reporting - The contractor shall provide monthly status reports at the task order level to include at a minimum:Quality Assurance Plan (QAP);Consolidated task order resource management information;Potential barriers, issues, or risks that would improve the design/development process or that might hinder successful performance;Schedule tracking information;Continuous process improvement efforts; and Other information the contractor deems appropriate to keep Government well informed of consolidated task order performance.8.4Instructional Design - The Government uses and the contractor is expected to adhere to the industry standard Analysis, Design, Develop, Implement, and Evaluate (ADDIE) model of instructional design, unless another instructional design standard is specified within the TO. The ADDIE model is a non-linear integrated and iterative process that requires close collaboration with the Government. 8.4.1Stakeholder/SME Engagement - Throughout the entire ADDIE process, interaction with various stakeholders and SMEs are required. The Government shall facilitate such interactions via the COR for each task order. In no case shall the contractor contact Government stakeholders or SMEs directly without prior permission from the COR. 8.4.2Analysis – In addition to the areas identified below, the contractor shall assist in other ADDIE curriculum design and development analyses needed. Competency Based Programs – All training developed under ACDC shall be competency-based. The Government shall generally stipulate the targeted competencies for any task order issued hereunder, however, the contractor may be tasked under this contract to facilitate the development, identification, and validation of additional competencies that may be needed to enhance performance of the acquisition workforce (AW). Training Needs/Gap Analysis – Although the Government shall generally conduct training needs/gap analysis, the contractor may be tasked with conducting training needs analysis and identifying targeted audience and associated performance gaps. The Government may provide Federal Employee Viewpoint Survey data to help identify potential opportunities, particularly in the areas of, but not limited to, employee engagement and job satisfaction, for implementation of needed training solutions. The Government may also provide the results of Government-wide or agency specific acquisition workforce competency survey results.Desired Curriculum Outcomes Identified – The contractor may assist with the identification of desired curriculum outcomes, particularly at, but not limited to, the Kirkpatrick model level 1(Reaction), level 2 (Learning), level 3 (Behavior) and level 4 (Results), during the analysis phase of ADDIE or as specified in the task order. See Addendum 1 VA Specific Information.Data Sources – The Contractor shall assist with identification of data sources that house current baseline performance data that can be used for re-assessment following implementation of the learning solution to assess whether any improvements have been realized. 8.4.3Design – In addition to the areas identified below, the contractor shall assist in any other ADDIE design tasking needed. The contractor shall be required to produce the following deliverables under ACDC relative to curriculum and course design. Curriculum Requirements Document (CRD) – The CRD reflects the high level outline of all courses, their recommended pre-requisites and sequencing, learning modalities, schedule and other pertinent information to assist the Government in decision-making. Any curricula design under this contract shall comply with and be delivered in accordance with each of the Agencies' standard CRD templates, as specified in each task order. The CRD shall be updated for changes in design as the project evolves and reflect the final as-built status at completion. Curriculum Design Document (CDD) – The CDD reflects detailed learning solutions or course design information. Prior to beginning development of any learning solutions (i.e., courses) under this contract, the contractor shall submit a draft CDD for Government approval as specified in each task order. The CDD shall be updated for changes in design as the project evolves and reflect the final as-built status at completion. Learning Objectives (i.e., Bloom’s Taxonomy) - The contractor shall develop terminal and enabling learning objectives for each learning solution to enhance competency proficiency levels of the federal acquisition workforce. The contractor shall identify the corresponding Bloom’s taxonomy level that aligns to each learning objective. The Government’s interest is at the higher level of Bloom’s Taxonomy but the contractor should propose the combination they believe to enhance the proficiency level of the workforce. Learning objectives shall be cross-walked to relevant competencies. Learning objectives shall be characterized or expressed within the CDD into the two following categories:Terminal Learning Objective (TLO) – Highest level of learning that a student will accomplish after successfully completing the learning segment. The contractor should develop 5 - 8 TLOs per course developed under this contract, or as stated in the task order.Enabling Learning Objective (ELO) – Designed to support and lead to achieving a Terminal Learning Objective. There is no limit on the number of ELOs but they should be appropriate for the established TLOs.Stakeholder/SME Engagement – If required in the task order, the contractor shall specify the SME/stakeholder resource commitment required of the Government and its plan to utilize such resources in an effective and efficient manner, within the CDD. The contractor shall utilize any input or instructional design support provided by a Government SME, when one is appointed.8.4.4Develop – In addition to the areas identified below, the contractor shall assist in any other ADDIE curriculum development tasking needed. Upon Government approval of the final CDD, the contractor shall move into development phase of the ADDIE model. The contractor shall collaborate with the Government design team to develop detailed specifications via progressive elaboration of the draft CDD. Detailed Development Specifications – The contractor shall develop detailed development specifications for TLOs and ELOs through contractor’s proposed process, such as story boards, with COR approval prior to beginning development. TLOs and ELOs are permitted to be modified until development begins.Release Management - at a minimum the following: Identification of all TLOs and ELOs;Identification of design and development breakdown, to include completion and review/acceptance schedule for course, module, TLO and ELOs; and,Release bundles [course / module], development completion dates, testing dates, and pilot dates.The contractor shall package completed instructional units integrated into curriculum segments, to be released from any level of the entire course down to the small content object, per the release plan, into configuration managed course material files on the delivery platform. 8.4.5Implement - In addition to the areas identified below, the contractor shall assist in any other ADDIE implementation tasking needed. Pilots - The curriculum shall be delivered through two or more pilot programs as specified in individual task orders. The contractor shall deliver pilot courses, using SMEs, as required per task order. Upon completion of pilot offerings and associated corrections, the material shall be released to the Government as a final product version. Training Services (e.g. Train the Trainer (T3) Sessions) - The contractor shall train trainers or other training providers as identified (either Government employee or contractor personnel) on the delivery of the course material. Contractor shall provide instructor/facilitator personnel for T3 deliveries to instructor staff as outlined in the TO. T3 sessions shall include:Detailed brief of the Instructor GuideDetailed brief of the Student MaterialsInstructor delivery of the materials using required technologyFacilitator activities using required technology for synchronous distance learning 8.4.6Evaluate - In addition to the areas identified below, the contractor shall assist in any other ADDIE evaluation tasking needed. The contractor shall ensure compliance with the Office of Personnel Management’s Training Evaluation Field Guide: Demonstrating the Value of Training at Every Level (January 2011) which is based on the Kirkpatrick Model. In that regard, the Government uses the following modified version of the Kirkpatrick Model to assess training effectiveness. Level 1 (Reaction): Measures participant’s initial reaction to the training in order to gauge how it was perceived. The Contractor and Government will mutually agree to the Level 1 data points to be collected at the TO level.Level 2 (Learning): Measures gains in knowledge, skills, and attitudes as defined by course and series objectives. If required, pre and post assessment for terminal learning objectives (See 8.4.3) will be specified in the TO. Contractors will be encouraged to use other assessment methods to include, but not be limited to, instructor rubric, artifacts produced, or other evidence to assess student learning. Assessment methods must be identified in the CDD.Level 3 (Application): Measures the degree of participants’ ability to apply knowledge transfer to the workplace. Note: The Government chooses to use the Kirkpatrick previous terminology of “Application” versus “Behavior” for Level 3 because of the negative connotation that implies people don’t know how to change behavior. Oftentimes, it is not an issue of behavior; rather barriers exist that prevent an employees’ ability to apply new skills in the workplace. If required, Level 3 assessments should therefore, be focused on whether or not the employee has been able to apply new skills to influence better outcomes and performance. The contractor shall avoid using the term and attempts to alter “behavior” through content developed under ACDC. Level 4 (Business Impact/Return on Investment): Measures the degree that targeted outcomes have been met in the organization. This is the extent to which the student’s on the job performance has improved or contributed to better mission outcomes or had a positive return on training investment.8.4.6.1Level 2 Test Assessment Items – Required unless otherwise stated in task order, the contractor shall develop four test assessment items (multiple choice format) for every terminal learning objective aimed at Kirkpatrick Level 2 that measure student learning before and after the learning event. Test assessment sentence structure and corresponding correct answers and distractors shall adhere to industry standards. The Government shall be responsible for psychometric testing of assessment items. The contractor shall also be required to provide an answer key with reference back to source that supports correct answers. Assessment items shall be safeguarded to ensure they are not intentionally or inadvertently released in a way that compromises ability to assess learning effectiveness.8.4.6.2Level 3 and 4 Assessment Strategies – Required unless otherwise stated in task order, the contractors shall develop assessment methodologies/strategies to assess training effectiveness at the Kirkpatrick 3 and 4 levels, as appropriate and accordingly identify/cross-walk in the CDD. In addition, the Government intends to put a separate evaluation contract in place to ensure objectivity and independence in measuring training effectiveness at these levels. In this regard, the ACDC contractor may be required to work with the evaluation contractor and provide relevant information gathered during the analysis phase that can aid in determining Level 3 and 4 desired outcomes/measures of success.9.0GENERAL REQUIREMENTS9.1 Learning Delivery Platforms - The contractor shall be capable of providing content that can be launched through various learning delivery platforms, as specified in TOs. All e-learning content and Learning Management Systems (LMS) must be SCORM (Sharable Content Object Reference Model) compliant. SCORM version to be specified at the task order level. 9.2Configuration Management – The contractor shall ensure a rigorous configuration management plan to manage works-in-progress and final version, such as, policy changes, forms, templates, versions, source files, and any items that are peripheral to the courseware.9.3Quality Assurance – The Offeror shall develop and submit a Quality Assurance Plan (QAP) with its proposal which describes its internal controls and processes to ensure high quality and timely deliverables to the Government. The QAP shall include a way to identify deficiencies/problems and proposed corrective action plans to ensure contract compliance. Identified deficiencies/problems shall be included in monthly status reports as well as quarterly briefings to senior Government leadership. Additionally, Offerors are required to submit a proposed Quality Assurance Surveillance Plan (QASP) for consideration in development of the Government’s plan; the QASP will be used for evaluation purposes and the Government reserves the right to modify, use or not use the submitted plan. Together, the QAP and the QASP shall clearly delineate contractor and Government roles and responsibilities relative to an integrated quality assurance process that results in delivery of the highest quality deliverables.9.4Data RightsRights in Computer Software The Contractor is required to deliver technical data, configurations, documentation or other information, including source code, during contract performance. The Government shall receive Unlimited Rights in intellectual property first produced and delivered in the performance of this contract. This includes all rights to source code and any and all documentation created in support thereof. License rights in any Commercial Computer Software shall be governed by the applicable clause.The Government reserves the right to own, use, and distribute all products developed under this contract, including the ability to share content with other Government. Including, but not limited to the following:9.4.1Commercial-off-the-Shelf (COTS) Training Content – The Contractor is encouraged to propose the use of COTS training content where appropriate as part of a customized blended learning solution to accelerate course development and where it results in the best value to the Government. The contractor shall ensure and will be required to provide evidence to assist the Contracting Officer in determining fair and reasonable pricing for any COTS training content that may be delivered hereunder. If such COTS training content is available under the General Services Administration (GSA) Federal Supply Schedule (FSS), the Contracting Officer may authorize the contractor to acquire, on behalf of the Government, against the GSA FSS. The contractor is not authorized to acquire COTS training content unless and until approved in writing by the Contracting Officer. Contracting Officer TO issuance where COTS training content is identified as an Other Direct Cost (ODC) line item in the order is considered to satisfy Contracting Officer written approval. Reimbursement of COTS training content shall be made under the Other Direct Cost (ODC) line item specified in any task order that may be issued hereunder.KEY PERSONNEL10.1Key Personnel Requirements – The following individuals are considered key personnel: Program Manager, Subject Matter Expert (SME), and Senior Instructional System Designer (ISD).Program Manager required qualifications, at a minimum:B.S. / B.A;10 years of experience for work similar in size and complexity;Relevant certifications, such as, FAC P/PM level III, Defense Acquisition Workforce Improvement Act (DAWIA) PM, Project Management Institute (PMI) Project Management Professional (PMP) certified or equivalent.Senior Instructional System Designer (ISD) required qualifications, at a minimum: Master’s degree in ISD;10 years of experience for work similar in size and complexity;Experience in the learning theories listed in the table below. Subject Matter Expert (SME) will only be listed as key personnel at the TO level and SME requirements will be identified at a minimum, should include the following: Required certifications in specified discipline, if appropriate; andDemonstrated experience in a required discipline as specified in the TO, such as, Supply Chain Management, Facilities Management, Construction Management, Contracting, or Program and Project Management; and associated professional and/or business competencies. Learning Theories TableISDInstructional System Design (ADDIE or similar)AndragogyLearning strategies focused on adultsBloom’s TaxonomyClassification of learning objectives within educationGagne’s Nine Events of InstructionAn instructional design model put together by Robert Gagne. This is a behaviorist model that also draws from cognitivismExperiential LearningLearning through reflection on doing, which is often contrasted with rote or didactic learningCollaborative Constructivist LearningSociological theory of knowledge that applies the general philosophical constructionism into social settingsProblem-based LearningStudent-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problemsCognitive Theory of Multimedia LearningEncompasses several principles of learning with multimediaDiscovery Learning Participant will gather Data and make determinations based on case study information.10.2Key Personnel ReplacementThe contractor shall notify the Contracting Officer’s Representative and the Contracting Officer within five calendar days prior to replacing a key personnel, if possible, or as soon as practicable after departure. Proposed replacements for key personnel shall meet or exceed the qualifications designated for that Key Personnel position.Contractors must provide resumes for all key personnel and replacements must be approved by the Contracting Officer’s Representative and the Contracting Officer.11.0POSITION/TASK RISK DESIGNATION LEVEL(S) AND CONTRACTOR PERSONNEL SECURITY REQUIREMENTS11.1GeneralAll contractor staff personnel who require access to Government site(s) and/or access to Government local area network (LAN) systems shall be the subject of a background investigation and must receive a favorable adjudication from the Agency Security and Investigations Center (SIC). These requirements are applicable to all subcontractor personnel requiring the same National Agency Check with Inquiries (NACI) Background Investigation.The level of background security investigation will be in accordance with each of the Agency Directives at time of task order award. For VA, the directive is VA Directive 0710 dated September 10, 2004 or current version.11.2Background Investigation (BI)The contract staff personnel level of background investigation required for this effort shall be specified at the task order level.11.3 Personnel security requirements may change over the life of ACDC and will be specified (if different than the above) at the task order level. Any additional costs incurred not covered by the base contract shall be negotiated on a case by case basis. 12.0PERFORMANCE METRICS 12.1By monitoring the contractor, the COR will determine whether the performance levels set forth in the order have been attained. Performance standards are specified in the Performance Matrix Table below. The contractor will be measured on performance metrics and reported in the Federal Government’s Contractor Performance Assessment Rating System (CPARS). Performance Metrics TablePerformance ObjectivePerformance StandardAcceptable Performance LevelsSurveillance MethodMinimal Deficiencies/ problems at Government AcceptanceFewer than 10% of the Instructional Materials have defects identified by Government during the pilot course< 10%Deficiencies/ problems tracking report or as indicated in the TO.Project Plan -Milestones and ScheduleProducts completed and delivered IAW baseline schedule > 90% >90%Project Plan -Schedule tracking 12.2Additional performance metrics may be established at the task order level.13.0DELIVERABLES The contractor shall deliver documentation in electronic format using Microsoft Office Suite and Adobe Postscript Data Format (PDF) unless otherwise noted in the TO and agreed upon by both parties. Specific versions will be provided by the Government at post-award and anniversary conferences.The contractor shall provide the following deliverables to the COR and others in accordance with (IAW) each TO:Deliverable #PWS SectTitle/DescriptionDue DateFormat18.1Consolidated IDIQ Status ReportsMonthlyElectronic 28.1Quarterly ReportQuarterlyElectronic38.1 and 9.2Program Management Briefings to Agency Senior Leadership TeamQuarterlyElectronic and in hard copy. 48.1Integrated Master Schedule in Microsoft ProjectMonthlyElectronic and in hard copy. 58.2Project Plan in Microsoft Project for Individual Task Orders MonthlyElectronic and in hard copy68.4.3Curriculum Requirements Document (CRD)IAW task order.78.4.3Curriculum Design Document (CDD)IAW task order88.4File Transfer Protocol (FTP)IAW task order98.4 and 9.3All Courseware, materials and source files per schedule and quality standardsIAW task orderADDENDUM 1. VA SPECIFIC INFORMATIONNOTE: This information is meant as a supplement to the ACDC PWS. The above PWS is also applicable with the VAAA and this addendum is meant to be requirements in addition to the main PWS. The numbering sequence will follow the applicable paragraph within the ACDC PWS. BACKGROUNDThe majority of anticipated curriculum development services on this contract will be ordered from the VA. As a result, the PWS focuses on VAAA specific tasks. Where tasks differ, it will be noted within the individual agency’s TO and not within this multi-agency PWS. The VAAA was created in 2008 to address the growing acquisition workforce challenge facing the Department of Veterans Affairs (VA) and the federal Government overall. There are five professional schools within the VAAA as follows: VAAA School*Estimated VA FTE** Audience TargetedAcquisition Internship School 400Contracting Professional School 2,313Facilities Management School28,000Program Management School12,207Supply Chain Management School5,844TOTAL48,764*See Attachment 2 VAAA General Brochure - July 2014 for more detailed descriptions of each school.** Full Time Equivalent (FTE)In addition to the five schools listed above, the VAAA has a Shared Services Group (SSG) responsible for administrative/operational support, accreditation, and learning standards for the enterprise. The contractor will be required to interface with the SSG. The VAAA vision is to be the career development academy of choice that prepares, enables, and inspires higher performing acquisition professionals and organizations. The VAAA mission is to provide responsive, holistic, experiential, and competency based training solutions for the entire acquisition team to enable better mission results. Although VAAA has historically provided training to targeted audiences within specific disciplines, it intends to expand its curriculum to create cross-functional or interdisciplinary-based training for the entire acquisition team. Such cross-functional or interdisciplinary-based training will be managed out of the Performance Excellence Business Line within the VAAA Program Management School.In FY 2013, the VAAA delivered over 13,000 seats and over 407,000 hours of training to the acquisition workforce. In FY 2014, as of June 2014, the VAAA has delivered over 7,000 seats and 239,000 hours of training to the acquisition workforce. Additionally, the VAAA has delivered training to a significant number of other federal agencies. 2.0PURPOSEThe VAAA has a need for customized curriculum for other acquisition workforce disciplines that do not have an OMB-mandated certification program such as, but not limited to, Supply Chain and Facilities Management personnel. Although creativity is encouraged in training content delivered hereunder, contractors shall ensure that materials reflect an image that embodies the VA ICARE (Integrity, Commitment, Advocacy, Respect, and Excellence) values of serving our veterans in the most professional way possible. Training content shall follow the Learning Content Development (LCD) Guidelines and Standards outlined in Attachment 3.? In addition, contractors shall provide affirmation, with delivery of any training content delivered hereunder, that it complies with the ICARE Values and LCD Guidelines and Standards outlined in Attachment 3.? 5.0 APPLICABLE DOCUMENTSVA Specific Section 508 Compliance Requirements can be found in:VA Handbook 6221 Accessible EIT Required VA Section 508 Standards Checklists; Document Applications Checklists; , etc.; VA Information and Information System Security/Privacy and Data Requirements DETAILS6.2 Place of Performance and Work HoursGovernment facilities will NOT be provided for work performed hereunder. However, hoteling space at the VAAA facility in Frederick, MD, on a space available basis MAY be made for contractor’s ad hoc use for meetings or efforts of longer lasting duration where contractor presence is required on site at the VAAA. Regardless of where performance takes place the contractor shall ensure effective and efficient collaboration with Government personnel to ensure successful performance. ORGANIZATIONAL CONFLICT OF INTEREST (OCI)Specifically, the VAAA intends to acquire contractor support services in the future to assist with independent evaluation of training effectiveness at the Kirkpatrick Levels 3 and 4 levels. Contractors winning an award under ACDC will be ineligible to be selected under the VAAA Independent Evaluation Contract. Additionally, the contractors that are awarded an IDIQ as a result of this requirement may be prohibited from conducting evaluations of deliverables as a result of task orders issued under this contract. This prohibition would likely include reviews or evaluations of any competitive awardee and/or your own deliverables. ................
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