SATPC0034332 TAB 04 4_SOW_Leading in the Global Technical and Scientific Communities_V2_Redacted.pdf

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Statement of Work (SOW)

Project: SMD LEADS (Leadership for Excellence, Advancement, and Diversity in the Science)

TASK TITLE:

Talent Development

FUNCTIONAL AREA:

Talent Development

The required HC functional area(s) is for the Contractor to design and execute a 20-hour-long, synchronous, virtual leadership course entitled "Leading in the Global Technical and Scientific Communities."

SERVICE DELIVERY LEVEL:

Science Mission Directorate – Enterprise Level

GENERAL INFORMATION

1.0 Scope of Work:

The Contractor will partner with NASA to design, develop, deliver, and debrief a "Leading in the Global

Technical and Scientific Communities" course, which will be taught as part of the upcoming NASA Science

Mission Directorate's LEADS (Leadership for Excellence, Advancement, and Diversity in the Science) Program.

Scope may include the course design (if it is not an off-the-shelf course), course execution, and course evaluation.

2.0 Background:

This Statement of Work describes the requirement for providing NASA with a "Leading in the Global Technical and Scientific Communities" course, which will be taught as part of the NASA LEADS program. NASA LEADS is one of the initiatives emerging from SMD's 2020 Science Workforce Study, aiming to increase preparedness for key science positions and career paths. The program uses formal (e.g., courses), informal, and experiential learning to develop a cadre of science leaders. Coursework is targeted specifically for scientists, who often have career paths with fewer formal leadership opportunities and a more complex partnership operational environment.

3.0 Objectives:

Participants in the "Leading in the Global Technical and Scientific Communities" course will articulate how a diverse community—enabled by a foundation of equity, inclusion, and accessibility—enhances NASA’s global competitiveness and familiarize themselves with global trends and their impact on NASA’s current and future scientific leadership.

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The "Leading in the Global Technical and Scientific Communities" course will include areas described in the following sub-sections.

3.1. Course Area 1:

How to create a physically and psychologically safe environment for a diverse science workforce and leverage these conditions for the good of NASA’s mission:

• Assemble, train, and support teams that are representative of the plurality of American society.

• Understand the role of power dynamics and systemic obstacles to attaining representation in different scientific communities (e.g., field and lab-based communities). Discuss the impact of these dynamics on physical and psychological safety, particularly for underrepresenting communities.

• Get familiarity with unconscious biases and their impact on workplace interactions and decision-making (including development of science roadmaps and strategies). Gain skills in designing and implementing procedures/ workflows that mitigate the impact of these biases.

• Develop national and international cultural competencies, understand its impact on communication and on effectively developing an inclusive environment (e.g., integrate results from Intercultural

Development Inventory® into course materials).

• Establish the role of leaders in allyship and the leader's responsibility in policy compliance and creating an inclusive culture.

3.2. Course Area 2:

How to identify global trends that impact the scientific enterprise to maintain and enhance NASA’s global position:

• Analyze, structure, and manage technological and intellectual assets’ supply chains in global markets and develop plans to mitigate potential risks to scientific missions.

• Discuss what key global market structures have bearings on innovation and science breakthroughs

(e.g., commercialization of low-Earth orbit (LEO), artificial intelligence and machine learning).

• Understand the value of global communities in capturing diverse perspectives to integrate and use the growing body of scientific knowledge. Discuss the opportunities and risks of establishing global scientific and technological partnership (including public-private partnership and international partners in peer and rival nations).

• Align and integrate activities, projects, programs, and missions at different scales (e.g., funding, duration, impact) with the overarching strategy of the Agency and global drivers of scientific innovation and breakthroughs.

• Predict directions of growth of scientific fields and the position that Agency endeavors will occupy within the global scientific enterprise.

3.3. Course Strategic Alignment:

"Leading in the Global Technical and Scientific Communities” course will lead to the completion of 4 outcomes in NASA's Science Mission Directorate's 10 Themes Strategy for Leadership Development (Appendix A):

• Outcome 8.1 (O8.1): Safe and professional environment for stakeholders of all backgrounds

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• Outcome 8.2 (O8.2): Increasingly inclusive community of diverse science stakeholders

• Outcome 9.1 (O9.1): Global situational awareness in fields relevant to science

• Outcome 9.2 (O9.2): Ability to position an organization in the global market and maintain a competitive advantage

Skills gained through the "Leading in the Global Technical and Scientific Communities" course are also directly linked to four of the five Office of Personnel Management (OPM) Executive Core Qualifications (ECQs), and 14 ECQ Competencies are described above.

4.0 CONTRACTOR REQUIREMENTS

4.1 Requirement Details: The Contractor shall:

• Be evaluated on the contents of a proposal addressing all aspects of this Statement of Work, a “Plan for Collaborations with NASA LEADS Personnel,” a “Diversity, Equity, Inclusion, and Accessibility

Statement,” experience delivering similar training products, customer references, and cost reasonableness. The “Plan for Collaborations with NASA LEADS Personnel” shall describe how the

O8.1: Safe and professional environment for stakeholders of all backgrounds

O8.2:

Increasingly inclusive community of diverse science stakeholders

O9.1: Global situational awareness in relevant science fields

O9.2: Ability to position an organization in the global market and maintain a competitive advantage

Flexibility

Resiliency

Creativity & Innovation

Strategic Thinking

External Awareness

Vision

Conflict Management

Leveraging Diversity

Developing Others

Team Building

Accountability

Customer Service

Decisiveness

Entrepreneuship

Problem Solving

Technical Credibility

Financial Management

Human Capital

Management

Technology

Management

Partnering

Political Savvy

Influencing &

Negotiating

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L ea di n g a D iv er se a n d

In cl u si ve W or kf or ce

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L ea di n g in t h e

G lo ba l

S ci en ti fi c

C om m u n it y

Course Outcomes: Leading in the

Global Technical and Scientific

Communities

ECQ1: Leading

Change

ECQ2: Leading

People

ECQ3: Results

Driven

ECQ4: Business

Acumen

ECQ5: Building

Coalisions

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Contractor will interact with NASA LEADS Personnel through the design, develop, and delivery of course content. The “Diversity, Equity, Inclusion, and Accessibility Statement,” shall describe the

Contractor’s experience developing leaders who support and include marginalized communities.

• Plan, coordinate, integrate, and monitor the scheduling and technical performance of the "Leading in the Global Technical and Scientific Communities" course.

o Staff the course with highly qualified and credentialled instructor(s), developer(s), instructional designer(s), and technical coordinator(s) as noted in section 4.2 (e.g., Course

Instructor Education bullet).

o Ensure adherence to SOW requirements, develop solutions to program problems, and direct work of employees.

• Provide a conceptual design (or customization if an off-the-shelf offering), develop participant materials, instructor guide, and agenda (electronic).

o Provide authorization to use copyrighted materials owned by the vendor will be granted to

Agency users. These materials will be hosted and archived on NASA servers.

o Collaborate with NASA to design and develop of an online, 508-compliant "Leading in the

Global Technical and Scientific Communities" course.

o Provide monthly progress updates during course development and be responsive to customized input and feedback and respond to required changes.

• Deliver one 20-hour, virtual, synchronous session of the "Leading in the Global Technical and

Scientific Communities" course for approximately 20 participants, as described in section "3.0

Objectives" of this document.

o Provide synchronous instruction and classroom management for the duration of the course.

The course will be approximately 20 contact hours, provided over 4 days in a virtual, synchronous environment. Synchronous online sessions require the course instructor and participants to meet and engage with the course content and each other at the same time, but from different locations. Note that, if needed, additional course content (beyond the 20 contact hours delivered by the vendor) might be developed and delivered by NASA personnel. If a NASA co-instructor is provided, the contractor will coordinate and optimize instruction and content with the NASA co-instructor.

o Provide a technical coordinator to manage virtual environments (MS Teams is strongly preferred) and address any technical issues that course participants may experience.

o Provide learning support (e.g., answer email messages, clarify assignments, provide feedback) to course participants throughout the course (i.e., during the ~4 days of synchronous learning).

• Provide a comprehensive program evaluation and present results within 45 days of the program's end.

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The course will be scheduled to accommodate NASA employees in all time zones (from ET to PT). Preferred hours are 11:00am-5:00pm ET. A 30-minute lunch break and two mini-breaks (e.g., 10 minutes) throughout the learning sessions to be factored into the scheduled times.

4.2 Knowledge/Expertise: The Contractor shall meet the necessary position qualifications for this task.

Appropriate certifications and experience are required for each position.

Course Instructor:

Expert knowledge of leadership in practices and concepts in technical fields across different environments

(i.e., government, academia, and industry, both nationally and internationally).

• Utilizes state-of-the-art expertise in global strategic management, innovation management, diversity, equity, inclusion, and accessibility (DEIA) challenges and opportunities in technical fields.

• Implements NASA recommendations for course content, design, and delivery.

• Schedules, runs, and evaluates seminars, workshops, courses, intensive development experiences, and self-paced trainings.

• Inspires course participants to set goals, make good career decisions, and leverage personal leadership strengths.

• Builds rapport with course participants through engaging presentations and answering questions during virtual, synchronous sessions.

• Establishes criteria for evaluating and tracking science leadership development metrics and leads or assists in special projects or initiatives as requested.

• Education:

o A Ph.D. in Business Administration, Sociology, Science Technology and Society (STS), or closely allied fields and five years of directly related experience (e.g., experience teaching at the university-level, research/ publication history in relevant subject matter) are preferred.

Course Developer (could be the same as the Course Instructor):

Expert knowledge of leadership in practices and concepts in technical fields across different environments

(i.e., government, academia, and industry, both nationally and internationally).

• Utilizes state-of-the-art expertise in global strategic management, innovation management, diversity, equity, inclusion, and accessibility (DEIA) challenges and opportunities in technical fields.

• Responsible for, but not limited to, analyzing, designing/redesigning, and implementing engaging course content for Ph.D.-level participants.

• Uses mechanisms such as surveys and assessments, focus groups or interviews to support the design, development, and delivery of courses and programs to advance leadership development.

• Education:

o A Ph.D. in Business Administration, Sociology, Science Technology and Society (STS), or closely allied fields and five years of directly related experience (e.g., experience teaching at the university-level, research/ publication history in relevant subject matter) are preferred.

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Course Designer:

Expert knowledge of instructional design processes to ensure effective design, implementation, and continual improvement of leadership programs.

• Utilizes instructional design skills to create compelling online learning experiences.

• Makes requested customizations for an off-the-shelf course.

• Responsible for, but not limited to, course graphic design, content chunking, creating any necessary video, digital, and/ or print content (e.g., recording, scripting, voice-overs, captioning, meeting 508 accessibility requirements, editing, embedding content), creating any necessary instructional materials, implement NASA recommendations for course content, design, and delivery.

• Education (or equivalent training and experience, if not applicable):

o Bachelor's degree and at least two years of experience in appropriate area of specialization; or a Graduate degree and at least one year of experience in relevant area of specialization.

Technical Coordinator (could be the same as the Course Designer):

Expert knowledge of collaboration platforms, ability to troubleshoot and work with course participants on connectivity issues, and answer questions regarding learning materials.

• Manages virtual environments (MS Teams is strongly preferred) and address any technical issues that course participants may experience.

4.3 Performance Standards: All services/deliverables shall be consistent with industry standards, technological capabilities, and applicable Federal, NASA, and SMD policies and guidelines. All services are to be provided in accordance with the Contractor's Quality Assurance Plan and NASA's applicable Data Requirement Documents

(DRDs).

5.0 DELIVERABLES

5.1 Delivery Schedule:

The accomplishment of the above tasks requires the delivery of the following products within mutually agreed-upon timeframes, or as specified below:

• Biweekly meetings with the Requirements/Technical Owner and Task Monitor during course development

• Timely responses to feedback and requests for changes and customization of curriculum, course materials, and delivery methods

• All components of the online course shall be completed and available to Requirements/Technical

Owner and Task Monitor within 4 months of the award date

• All needed learning materials (e.g., syllabus, resource materials, facilitation workbook, instructor notes/ manual, etc.) shall meet 508 accessibility requirements and be completed and available to the Requirements/Technical Owner and Task Monitor within 4 months of the award date.

• Virtual, synchronous course delivery for approximately 20 participants during a total estimated 20 hours. Note that, if needed, additional course content (beyond the 20 contact hours delivered by the vendor) might be developed and delivered by NASA personnel.

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• Management of any technical issues that course participants may experience during the total estimated 20 hours of virtual, synchronous course delivery.

• Post-course evaluation and debrief within 45 days of the end of course’s synchronous session.

5.2 Disposition of Deliverables:

NASA shall have unlimited rights to all deliverables, including but not limited to all learning materials.

6.0 TRAINING AND DEVELOPMENT

The Contractor will staff the course in accordance with requirements in section "4.0 Contractor Requirements."

7.0 GOVERNMENT-FURNISHED RESOURCES

Not applicable

8.0 OTHER DIRECT COSTS (ODCs)

The Contractor shall propose any ODCs associated with the completion of this effort.

9.0 TRAVEL

There are no travel requirements anticipated for this task.

10.0 PERIOD OF PERFORMANCE

12 months from award date.

11.0 PLACE OF PERFORMANCE

The Contractor shall deliver the "Leading in the Global Technical and Scientific Communities" course virtually and synchronously.

The course will be scheduled to accommodate NASA employees in all time zones (including PT). Preferred hours are 11:00am-5:00pm ET. A 30-minute lunch break and two mini-breaks (e.g., 10 minutes) throughout the learning sessions to be factored into the scheduled times.

12.0 SECURITY REQUIREMENTS

No access to Government facilities, NASA IT systems, or advanced, specialized clearances are required.

13.0 TERMS AND CONDITIONS

The task will be firm-fixed price. Terms and conditions specific to other than firm-fixed price type contracting are not applicable.

14.0 PAYMENT SCHEDULE

The Contractor shall invoice on a monthly basis.

15.0 CONTRACTOR ROLES AND RESPONSIBILITIES

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The Contractor shall furnish all personnel, training, facilities, specialized equipment, materials, and transportation not otherwise provided by the government.

The Contractor shall maintain and notify the government of any changes to the task order contract management structure, including the roles and responsibilities of contract management and team leads and the lines of communication between contract management, any subcontractors, and NASA.

16.0 TASK POINTS OF CONTACT

Customer POC(s):

Name

Role Location (Center) Phone Number Email

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Appendix A: NASA's Science Mission Directorate's 10 Themes Strategy for Leadership Development

Theme Outcome

1.1. Awareness of Field-Specific and Interdisciplinary State of the Art

1.2. Excellent Positioning in the Science Competitive Process

1.3. Culture of Scientific Innovation

2.1. Psychologically Safe High-Performance Teams

2.2. Effective leverage of diverse skillset and encourage accountability

2.3. Effective teaming in hybrid and virtual environments

3.1. Data-Informed decisions that best meet the needs of the organization.

3.2. Well-designed and effectively implemented change initiatives

3.3. Creation of environments that enable growth and to gain buy-in for change initiatives

3.4. Anticipation of future needs of the organization and potential roadblocks to success

4.1. Understanding of modern leadership theory and application of those practices to science organizations

4.2. Perspective of the importance of organizations and their ecosystems

4.3. Development of individual leadership style aligned with modern leadership practices

5.1. Optimization of processes and results in negotiations

5.2. Amplification of scientific impact

5.3. Ability to be an effective influencer

6.1. Alignment of personal and organizational core values

6.2. Ethical conflict resolution

6.3. Ethical conduct in research, collaboration, and management

7.1. Excellence in stewardship of government resources

7.2. Informed and comprehensive implementation of government policy

8.1. Respectful, professional, and safe environment for all stakeholders

8.2. Increasingly inclusive community of diverse science stakeholders

9.1. Global situational awareness in relevant science fields

9.2. Framework for science global positioning and processes for maintaining competitive advantages

10.1. Communication for impact within and across technical fields.

10.2. Communication for understanding with non-technical audiences and decision-makers.

10. Communication in Science Leadership:

Promoting and highlighting the impact of scientific goals, processes, findings, and breakthroughs within and across fields and to general audiences in a clear, timely, inclusive, and professional manner.

9. Leading in the Global Scienti fic Community:

Capitalizing on the global flow of scientific knowledge to drive the innovations and breakthroughs that maintain and enhance NASA’s position as at the forefront of exploration.

1. Leading for Scienti fic Innovation and Breakthroughs: Introducing innovation concepts and practices to science processes in order to enable breakthroughs that are relevant to NASA’s goals.

2. Cooperation in High-Performing Teams:

Enabling teams to thrive and solve complex problems through sharing ideas and mutual learning in a psychologically safe environment.

3. Leading Change:

Recognizing that there are two aspects to change: (a) realigning technical, financial, and human resources and (b) also guiding the human aspect of reacting and thriving through these transitions.

4. Strategic Leadership:

Using personal and organizational values, talents, and experience to assess the impact that internal and external stakeholders and competitive environments have on NASA science, leading to data-informed decision-making.

5. Influence Leadership:

Empowering scientists in formal and informal leadership positions to effectively advocate for, guide, develop, and communicate the value of science products and processes on behalf of their teams and organization.

6. Ethical Leadership:

Leveraging personal, science, and NASA core values to build an ethical framework for research integrity, decision-making, and conflict resolution in dynamic, uncertain, complex, and ambiguous situations that may arise in global scientific communities.

7. Leadership in Federal Government Agencies:

Gaining keen insights into how the goals of government influence the content, implementation, and policies embedded in NASA's scientific portfolio and becoming a proficient steward of government resources.

8. Leading a Diverse and Inclusive Workforce:

Becoming equipped to lead with empathy and self-awareness across differences of thought, demographic and socioeconomic backgrounds, and experiences. Recognizing and addressing the negative impacts that demographically homogenous organizations have on creativity and generation of viable of solutions to NASA science portfolio.