Draft QASP_20240326.xlsx

XLSX spreadsheet 20 KB Posted Apr 2, 2024

Attached to: Homeland Security Acquisition Institute (HSAI) Training Development and Delivery Recompete
Solicitation number: 70RDA124RFI000010
Issued by: Department of Homeland Security Office of Procurement Operations

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Written by GovTribe AI · Apr 2, 2024

This document appears to be a Draft Quality Assurance Surveillance Plan (QASP) related to a Department of Homeland Security (DHS) federal contract opportunity for Homeland Security Acquisition Institute (HSAI) Training Development and Delivery.

The QASP details the performance requirements, evaluation criteria, and surveillance methods for assessing the contractor's delivery of instructor-led and virtual classroom training services. It covers areas such as instructor performance, virtual classroom production, training content design, development, and analysis. The QASP specifies "Go/No-Go" criteria and required comments for any "No-Go" ratings across these various performance elements. This indicates the government will be closely monitoring the contractor's ability to meet defined standards for effective training delivery and development.

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File	Type	Posted
Draft Training Delivery and Design PWS_20240326.docx	DOCX document	Apr 2, 2024
RFI for HSAI Recompete.docx	DOCX document	Apr 1, 2024

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Delivery

	Applicable to
PWS Task	Performance Requirement	Go	No-Go	NA	Comments (Required for anything rated a No-Go)
	INSTRUCTOR
	4.1.4	Appeared prepared for the class.
	4.1.4	Conducted themself professionally.
	4.1.4	Conducted themself ethically.
	4.1.4	Ensured the classroom was setup and class materials were prepared.
	4.1.4	Communicated effectively.
	4.1.4	Used plain language.
	4.1.4	Used active listening.
	4.1.4	Used appropriate nonverbal communication.
	4.1.4	Respected students opinions and perspectives.
	4.1.4	Established "ground rules" for how the class will be conducted.
	4.1.4	Delivered the course as designed including some minor adpations to accommodate learner needs.
	4.1.4	Engaged students in the learning process.
	4.1.4	Support student motivation throughout the instruction.
	4.1.4	Used relevent examples to highlight elaborate on key ideas.
	4.1.4	Adapted instruction to the learners.
	4.1.4	Provided timely, supportive feedback during and after practice activities.
	4.1.4	Used questions to effectively guide the learnig process.
	4.1.4	Assessed student learning throughout the learning process.
	4.1.4	Managed time appropriately.
	4.1.4	Managed the classroom effectively.
	4.1.4	Demonstrated mastery of the course content.
	VIRTUAL CLASSROOM PRODUCER ELEMENTS
	4.1.4	Knew how the virtual platform functions.
	4.1.4	Knew how to effectively use all of the virtual platform features nessary for the class.
	4.1.4	Appeared prepared to produce the class.
	4.1.4	Completed preparing the virtual classroom at least 30 minutes before the class start time.
	4.1.4	Opened the virtual classroom at least 30 minutes before the class start time.
	4.1.4	Provided technial support to students.
	4.1.4	Anticipated instructor and student needs when minor deviations from the class design occurred.
	4.1.4	Adapated to instructor changes and student issues with the platform.
	STUDENT REACTIONS
	4.1.4	Two or fewer students comments that are negative about the delivery (mentioned in class or via email with HSAI).
	4.1.4	At least 85% of the students would recommed the class to somone else.

Maintenance and Development

	Applicable to
PWS Task	Performance Requirement	Go	No-Go	NA	Comments (Required for anything rated a No-Go)
	MACRO DESIGN ELEMENTS
	4.2, 4.3, 4.4, 4.5	Learning objectives are based on job performance requirements.
	4.2, 4.3, 4.4, 4.5	Learning objectives are measurable.
	4.2, 4.3, 4.4, 4.5	Structure and sequence of learning is appropriate for the audience and content.
	4.2, 4.3, 4.4, 4.5	Media selection is appropriate for the audience, content and context.
	4.2, 4.3, 4.4, 4.5	Instructional strategy is appropriate for the audience, content and context.
	4.2, 4.3, 4.4, 4.5	Sufficient practice opportunities on job relevant scenarios are included in the training.
	4.2, 4.3, 4.4, 4.5	Sufficient feedback is provided for practice activities.
	4.2, 4.3, 4.4, 4.5	Summative assessments measure whether learners achieved the learning objectives.
	MICRO DESIGN ELEMENTS
	4.2, 4.3, 4.4, 4.5	Learning content and activities are motivating for learners.
	4.2, 4.3, 4.4, 4.5	Lesson introductions include what will be learned, how the lesson will unfold, and graphic organizers of where learners are in the course.
	4.2, 4.3, 4.4, 4.5	Learning relates new information to learner's prior knowledge and job application. These connections are reiterated for each topic/exercise.
	4.2, 4.3, 4.4, 4.5	Learning content is chunked to prevent overloading learners.
	4.2, 4.3, 4.4, 4.5	Learning activities are aligned correctly with the learning content.
	4.2, 4.3, 4.4, 4.5	Examples and demonstrations show learners how to perform what they are learning.
	4.2, 4.3, 4.4, 4.5	Practice activites use job relevent scenarios.
	4.2, 4.3, 4.4, 4.5	Timely feedback is provided on practice activities.
	4.2, 4.3, 4.4, 4.5	Formative assessment techniques enable adjusting the training to the learners.
	4.2, 4.3, 4.4, 4.5	Design includes transition between major topics that enable connecting topics together for learners.
	4.2, 4.3, 4.4, 4.5	Design includes opportunities for student reflection and action planning.
	4.2, 4.3, 4.4, 4.5	Design includes jobs aids or other aspects to promote transfer.
	4.2, 4.3, 4.4, 4.5	Design includes opportunities for peer learning.
	4.2, 4.3, 4.4, 4.5	Assessment strategy measures the learning objectives appropriately.
	4.2, 4.3, 4.4, 4.5	Multimedia is appropriate for the learning activity.
	4.2, 4.3, 4.4, 4.5	Multimedia learning principles are evident in the design.
	4.2, 4.3, 4.4, 4.5	Gamification techniques enhance engagement and learning.
	4.2, 4.3, 4.4, 4.5	Visuals are used appropriately to enhance learning.
	Development
	4.2, 4.3, 4.4, 4.5	Materials are developed according to the approved design.
	4.2, 4.3, 4.4, 4.5	Content in the materials is acccurate.
	4.2, 4.3, 4.4, 4.5	Materials have professional appearance.
	4.2, 4.3, 4.4, 4.5	Materials are free of grammar errors, apply plain language guidelines and are accessible
	4.2, 4.3, 4.4, 4.5	User testing and formative evaluation was condcuted during development.
	4.2, 4.3, 4.4, 4.5	Feedback from User testing and formative evaluation was integrtaed into the final materials.
	4.2.3, 4.3, 4.4	Assessment items are constucted correctly, valid and reliable
	4.2, 4.3, 4.4, 4.5	Authoring files for a media elements are provided.
	4.2, 4.3, 4.4, 4.5	Media elements are authored in sfotware approved by DHS.
	4.2, 4.3, 4.4, 4.5	Source and copyright information is provided content and media.

Analysis

	Applicable to
PWS Task	Performance Requirement	Go	No-Go	NA	Comments (Required for anything rated a No-Go)
	4.6.1	Needs analysis used appropriate data collection and analysis techniques.
	4.6.1	Needs analysis identies the target audience.
	4.6.1	Needs analysis identifies the performance goals and gaps.
	4.6.1	Needs analysis identifies the root causes of performance gaps.
	4.6.1	Needs analysis includes proposed training and non-training interventions to close performance gaps.
	4.6.2	Job analysis used appropriate data collection and analysis techniques.
	4.6.2	Job anlaysis identifies the target audience and characterstics.
	4.6.2	Job analysis includes job tasks written as performance statements.
	4.6.2	Job analysis includes data about the importance, frequency and difficulty of performing each task.
	4.6.2	Job analysis aligns performance tasks with OPM competencies or other competency model provided by the government.
	4.6.3	Cognitive task anlaysis -two or more subject matter experts are inverviewed.
	4.6.3	Cognitive task analysis includes the action and decisions steps necessary to perform the task.
	4.6.3	Cognitive task analysis includes performance conditions.
	4.6.3	Cognitive task analysis includes performance standards.
	4.6.3	Cognitive task analysis includes supporting knowledge (conceptes, processes, principles, facts) that novices performances need to learn.
	4.6.3	Cognitive task analysis includes the benefits and risks associated with task performance.
	4.6.3	Cognitive task analysis includes real-world scenarios of performing the task.
	4.6.3	Cognitive task analysis includes references related to the task.
	4.6.3	Cognitive task analaysis includes safety considerations, environmental factors, or other pertinent information critical to performing or learning to perform the task.
	4.2, 4.3, 4.4, 4.5	Audience analysis includes typical background knowledge, experience, demographics, language, culture, attitudes, motivation and other charactertics that wil influence the learning design.
	4.2, 4.3, 4.4, 4.5	Content analysis identifies the facts, conceptes, processses, principles, procedures, values, emotions that must be learned.
	4.2, 4.3, 4.4, 4.5	Context analysis identifies the logistical, resource, and cultural characterstics that influence training design and delivery.

File details come from the government source that posted it. Updated Apr 2, 2024.