SOW for ADDIE Project4.docx
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- Development and Instruction OF ADDIE Model Curriculum Development Phases Federal contract opportunity
- Solicitation number
- 11ALSM00991
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Statement of Work for Development and Instruction OF ADDIE Model Curriculum Development Phases
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Other files for this federal contract opportunity
| File | Type | Posted |
|---|---|---|
| Attachment 3 TSR Introduction page.pdf | ||
| Attachment 5 ATF ISD Vendor Proposal Briefing QAs.pdf | ||
| Attachment 4 ATF SOP 6020.1 Update 8-15-11_Watermark.pdf | ||
| Attachment 2 JTA Blank Template.xlsx | XLSX spreadsheet | |
| Attachment 1 Vendor Presentation 2.pdf |
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STATEMENT OF WORK
Development and Instruction of ADDIE Model Curriculum Development Phases
1. INTRODUCTION
1.1 Overview
The Bureau of Alcohol, Tobacco, Firearms, and Explosives (ATF) is a law enforcement agency within the U.S. Department of Justice. Its responsibilities include protecting the public, reducing violent crime, and aiding in the prevention of terrorism. ATF enforces the Federal laws and regulations relating to alcohol and tobacco products, firearms, explosives, and arson. An important component of ATF’s strategic plan includes assisting and training Federal, State, and local law enforcement to improve their investigative capabilities in solving crimes in regards to any of the Bureau’s jurisdictional responsibilities.
The Office of Human Resources and Professional Development (HRPD) manages policy and procedure for Bureau formal training activities and basic training for core occupations. While HRPD staff’s a limited number of personnel who specialize in instructional systems design (ISD), recent restructuring of advanced training responsibilities for the Bureau has made it necessary to train new training staff and subject matter experts with little or no background in developing legally defensible, performance based curriculum using the ADDIE model. Currently, ATF does not have the resources necessary to provide the training internally.
1.2 Description of Requirements
In order to assure Bureau employees and our stakeholders continue to receive high quality training, HRPD is looking for courses to develop personnel on the Assessment through Development phases of the ADDIE model as used by ATF (Assessment, Analysis, Design, Development, Implementation and Evaluation) to include instruction on developing student evaluation instruments (written examinations and practical exercises). As personnel will be new to the training model, the training will need to include enough training theory to explain the ADDIE model as an effective way to identify and define training requirements in order to develop and deliver field targeted, performance based, legally defensible curriculum while using minimal necessary resources.
HRPDs Learning Management Branch (LMB) is issuing this Statement of Work (SOW) to develop and instruct two (2) separate courses on curriculum development using ATF’s ADDIE model and its required deliverables (Needs Assessment Report, Job-Task Analysis, Training Specification Report, Student Examination Instruments, and Lesson Plans). These series of courses must use ADDIE as a technical/performance-based training model. Topic/subject based education models will not be accepted. The first course is to be on Assessment and Analysis and the second course is to cover Design and Development. Development of student evaluation instruments and practical examinations will be covered in both courses as it pertains to each phase of the ADDIE model covered in the training. It is expected that the vendor will supply student materials and job aids to facilitate learning and assist the students when they return to their posts of duty and apply the new skills. Preference will be given to those organizations that can also provide continuing education units from an accredited organization for the training given.
1.3 Audience
As a result of ATF’s restructuring of training responsibilities, personnel with little or no background in formal curriculum development now must develop legally defensible curriculum using the ATF ADDIE model. Each course must be able to stand on its own and cannot assume course work in one course can carry over to the other as it cannot be guaranteed that the same students will be able to attend both classes. Personnel attending the class include training supervisors, training administrators, and subject matter experts from a variety of occupations: Special Agents, Industry Operations Investigators, Management Analysts, and others. Typical areas of expertise include criminal investigation, explosives investigation, arson investigation, firearms trafficking, firearms identification, explosives and arson canine handling, and more.
1.4 Objective
The objective of this procurement is to acquire an experienced, qualified, and reliable contractor to develop and instruct the courses previously described. The objective must be met by following ATFs instructional design standards and the curriculum development policies and procedures. The ATF Curriculum Development Standard Operating Procedures (SOPs) will be available upon request. It is important to also note that the SOPs have been developed to meet Federal Law Enforcement Accreditation (FLETA) Standards. These standards are available on the FLETA government website (www.fleta.gov).
2. TECHNICAL REQUIREMENTS
2.1 Scope
The below table provides an overview of the complete ADDIE model as it is used in HRPD. It varies little from the industry standard, although the analysis phase of the model has been split into two separate sections, assessment and analysis. In addition, the documents produced in the design phase have been formalized and are referred to as the Training Specification Report. Only the first four phases and the documentation and development of student evaluations and the determination of pass/fail scores are to be addressed in the training.
| Phase |
| Definition |
| Assessment |
| Training staff is assigned to assess the potential for training development in response to a possible performance issue or requirement and makes recommendations to senior management on whether to proceed. The need to develop training may arise from a formal request or as part of an ATF initiative to further workforce development. During the assessment, the assessment team will formally identify the problem or perceived need in employee performance in meeting a mission goal or responsibility. The assessment will include a thorough description of the target training audience, scope of the need, environment, liability issues, and other relevant issues necessary to making an informed decision as to the development of training. The needs assessment documentation could include a variety of forms of analyses (such as a skill gap assessment) that support the findings of the assessment. All supporting analyses will be provided along with the assessment documentation and recommendation. The assessment will determine root causes and make recommendations as to how to strategically best address the problem or need. The solutions identified in the assessment can focus on a number of tactics to improve employee performance which may or may not include training |
| Analysis |
| The analysis phase consists of a Job Task Analysis (JTA) Report, a detailed examination of a variety of job and performance related specifications from the field that will be documented and utilized to define training requirements. The project staff will identify job duties, responsibilities, and critical job tasks; identify skill gaps that need to be addressed; select appropriate tasks for training; identify job performance requirements and measures; select instructional settings; identify equipment and a number of other factors relevant to the training. Training is based on the tasks and performance requirements identified in the analysis. ATF currently uses a spreadsheet to collect and report JTA information. The spreadsheet is built on during the design phase in order to create the documentation for the design phase. A brief cover report accompanies the spreadsheet to detail such issues as methodologies, experts utilized, etc. |
| Design |
| The design phase is based on the results of the previous phases. The development team will further examine and refine the training requirements utilized to create the course. Some products produced by the development team during this phase include measurable training objectives based on the job tasks; training evaluation instruments and requirements; requirements for instructional methodologies, strategies, and resources; and a review of existing training that might already meet requirements. The development team will document these results in a Training Specification Report that will serve as a blueprint for the actual development of the course. The report consists of the spreadsheet used for the JTA with the additional design documentation included as well as a cover report. The report will also include an estimated budget for further development efforts. |
| Development |
| Based on the design phase results, the development phase involves the creation of lesson plans, unit exercises, drills, case studies, and any instructional materials for both the student and the instructor. Media are produced or procured. If required, technology based components of training such as on-line or other computer platform training are produced or procured. Special equipment is purchased, if necessary. Instructional materials are validated through subject matter expert, management, and stakeholder reviews, and courses are piloted to a sample audience and refined as required. Lessons are linked in the documentation spreadsheet to the lesson objectives and job tasks covered in the training. The last step in this phase is the finalization, authorization, and archiving of all training materials and all the documentation from the previous phases |
| Implementation |
| The instructional materials are deployed under operational conditions. The deployment of the training is closely evaluated and monitored in order to assure consistent, quality training and the appropriate use of resources and instructional staff. Training activities are documented via a variety of reporting mechanisms such as weekly reports, after-action reports, instructor evaluations, and through the ATF Learning Management System (LMS). Budgetary activities are documented through ATF’s financial management system. |
| Evaluation |
| Evaluation is a continuous process that flows throughout the ISD model. Feedback from evaluation modifies the results of each step. To ensure continuing quality of the deployed training system and materials, customer satisfaction evaluations by students (Level I) and results from program evaluations that determine if skills are being utilized on the job (Level III) provide the periodic feedback required to keep training focused and relevant. Students are evaluated during and immediately following training (Level II) to measure student acquisition of knowledge and skills and identify possible gaps in instruction. ATF currently bases its curriculum evaluation efforts on the Kirkpatrick model, first presented by Donald Kirkpatrick in 1975, utilizing four levels of evaluation—the fourth level evaluating the affects of the training on the organization and other stakeholders. ATF also utilizes other forms of program evaluation and reporting in order to monitor and assure a high standard of everyday operation. |
2.2 Qualifications, Assumptions and Constraints
The following are qualifications, assumptions and constraints underlying this task, which should be considered in developing a technical solution:
1. The contractor will have expertise employing, documenting, and instructing the ADDIE model for use in developing high risk, high liability, legally defensible training.
2. The contractor will have experience developing high risk, high liability, legally defensible training using the ADDIE model.
3. The developer will emphasize the technical training model and not an education model.
4. The developer will integrate ATF processes and templates into each of the specified courses.
5. The provided SOP for Curriculum Development remains government property and is not for public dissemination in whole or in part without the express written consent from ATF management.
2.2 Deliverables
1. The contractor will develop an action plan and timeline for the development or modification of existing materials and the delivery of training.
2. The contractor will meet with the Learning Management Branch staff in order to review the action plan, delivery schedule, and ATF curriculum development processes and templates for the purpose of course development or modification.
3. The developer will develop and instruct two courses based on the ATF ADDIE model. The development will include:
a. One (1) course on Assessment and Analysis
b. One (1) course on Design and Development
4. Each course will last at least 2 days
5. Each class will have at least 24 students
6. Each course must be independent of the other as each class may have different students.
7. Instruction for each course will be delivered three times. Twice at ATF Headquarters in Washington D.C. and once at the Federal Law Enforcement Training Center (FLETC) in Glynco, GA. For a total of six (6) classes.
8. ATF will review all lesson plans and student materials prior to instruction of each course to ensure they meet all the requirements that have been previously stated. Lesson plans and materials must be provided for review at least three (3) weeks prior to planned delivery to allow time for comment and modification.
3 GOVERNMENT AND CONTRACTOR ENVIRONMENT
3.0 Period of Performance
The first period of performance for this contract will be for one year from the date the contract is awarded with the first class to be delivered within three (3) months from the award date. Upon ATF’s discretion, this period of performance may be extended if delays occur in the availability of ATF subject matter experts, acquisition of necessary ATF furnished resources, or in ATF review of deliverables.
3.1 Government Furnished Resources
ATF will provide the SOP for Curriculum Development and current forms and spreadsheets used by ATF during the phases being addressed. LSMD staff members will be available for consultation to clarify how the SOPs and the other materials are used to develop training documentation. However, ATF staff will not be available for the development of work products required by the contractor related to this agreement.
3.2 Copyright and Disclosure
Any new curriculum, lesson plans, student handouts, texts, technology based training programs, agendas, photographs, videos or other materials customized by the contractor for ATF under this contract shall be deemed ATF proprietary data and as such is the sole property of the United States Government. The Contractor may not copyright, resell, share, present, or transmit any materials or information developed by the Contractor for ATF without the prior written permission of ATF. Materials developed and owned by the contractor prior to establishing this agreement will remain the property of the contractor.
The Contractor may not share or distribute by any means any materials or information provided by ATF (unless publicly available) including regulations; policies; directives; correspondence; standard operating procedures (SOPs); photographs, videos, or other electronic media; or any classified, law enforcement sensitive, or confidential information for the purposes of any other production, contract, or project without the prior written permission of ATF.
4.0 Evaluation Criteria
The Government intends to award to the source(s) offering the best value to the Government. Technical and cost factors will be evaluated to determine the solution(s) with the highest quality and lowest risk, which provide best value to the Government. Proposals will be evaluated on the basis of strengths and weaknesses for each of the following factors, with the non-price factors (technical and past performance) being significantly more important than price. Evaluation factors are in descending order of importance. The sub-factors under 4.1 are of equal importance.
4.1 Technical Capability
· Sub-Factor 1 –Qualifications
· Sub-Factor 2 – Ability to Provide Continuing Education Credits
· Sub-Factor 3 – Ability to Incorporate ATF SOPs on Curriculum Development
· Sub-Factor 4 – Ability to Incorporate ATF Specific Examples, Templates, and Exercises
4.2 Past Performance
The past performance evaluation will examine how the Contractor’s past and present performance validates expected performance and customer satisfaction for ATF. In conducting the past performance assessment, the government may use data obtained from other sources as well as that provided in the proposal response.
The actual past performance evaluation will examine the Contractor’s actual performance on three (3) similar training efforts. This review will focus on the similarity of the training provided as it relates to the requirement and instructor satisfaction ratings.
4.3 Cost/Price Factor
Proposed cost/price will be evaluated to determine if the rates are fair and reasonable for the work to be performed and reflect a clear understanding of the requirements. .
5.0 ADMINISTRATIVE CONSIDERATIONS
Point-of-Contact Name:
Org:
Address:
Gustav Jakowitsch, Instructional Systems Specialist Learning Management Branch Bureau of Alcohol, Tobacco, Firearms, and Explosives (ATF) 99 New York Ave., Washington D.C. 20226 Phone: (202) 648-8386 Email: gustav.jakowitsch@atf.gov
Alternate:
Org:
Address:
James Scott, Branch Chief Bureau of Alcohol, Tobacco, Firearms, and Explosives (ATF) 99 New York Ave., Washington D.C. 20226 Phone: (202) 648-8385 Email: James.E.Scott@atf.gov
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