RFP_HSBP1014R0002A_Q_and_A.pdf

RFP HSBP1014R0002A for CBP LEADERSHIP INSTITUTE Questions and Answers

1. Can you please provide clarification on the specific topics CBP subject matter experts that the awardee will be required to co-facilitate sessions with and coach to deliver course content? (Page 4, Section 2.4)

The decision about co-facilitation will be made once the contract is awarded and the curriculum is designed. Historically, the topics which fall under Business Acumen have been most conducive to co-facilitation since those topics tend to be more CBP specific.

2. How many classroom sessions are coaches required to be present at for each program? Also, how many hours of coaching will be required for each program participant? (Page 6, Section 3.1.4.2)

Coaches are not required to attend classroom sessions, but must be familiar with the course content and able to assist the participants in applying classroom learning on the job. The amount of time will vary, but typically a coach would meet with a participant 30-60 minutes per week during classroom sessions, and up to one hour between classroom sessions.

3. Can you please clarify what constitutes a “strong affiliation with an accredited college and/or university”? Do you require that program faculty currently work with an accredited college and/or university as faculty? Or will extensive experience working as staff and now currently as a leadership program contractor for an accredited college and/or university suffice? (Page 7, Section 3.3.1)

The primary contractor must be an accredited college and/or university.

4. Please clarify the specific requirements or format necessary of the evening sessions outlined in section 4.4.5. Will you require the contractor to facilitate these evening sessions? How many of these sessions are the contractor expected to facilitate and/or plan? (Page 10, Section 4.4.5)

Contractor is not required to facilitate evening sessions, only the following:

• Setup/ break down room

• Provide space, seating, necessary equipment

• Be available in case there are technical glitches

5. Given the current Federal Government shutdown and the anticipated delayed response to clarification questions, will the due date of this solicitation be extended past October 31, 2013?

No

6. Will faculty be required to stay in the residential facilities in Harper’s Ferry, WV for the 25 residential classroom sessions? If so, will the travel an accommodations be covered by the U.S.

Customs and Border Protection?

Faculty will not be required to stay in the residential facilities in Harpers Ferry, but will be able to if they desire. Travel and accommodations will not be covered by CBP. The residential facilities will be priced at the competitive market rate.

1. Are the design elements listed in the SOW on page 5 open for discussion, and are we allowed to submit a design that has a more blended learning approach?

Yes

2. On Page 7 of the SOW, the CBP is requesting a customized evaluation tool to measure the participants’ proficiency after the program. In order to fulfill this request, we would like access to the needs assessment completed for the participants. This way, we will use the needs assessment to develop the appropriate survey and questionnaires to measure proficiency. Will CBP provide this information?

Yes, if a needs assessment is completed for the participants. However, you should not assume that one will be completed prior to their attendance at the program.

3. Page 8 of the SOW states that a letter of commitment should be included in the proposal. May this be submitted should we be awarded the contract? Faculty are excited about this opportunity, but given that we do not have a contract nor do we have concrete dates, it’s difficult to commit to the program without a schedule in place.

The letter of commitment should be submitted with proposal and not after it is awarded. This requirement ensures that the proposal does not include a list of “possible” faculty, but faculty that are associated with the contractor and committed to the program.

4. Would you please provide additional information about how we should complete the pricing schedule of services? The schedule lists 6 columns that are not very clear to us. Item number, description, Qty, Unit and Ext Price.

Does the item number correspond to 1 cohort or 10? Please confirm that “Qty 1.000” corresponds to 1 full cohort which would include:

• 25 days of in-class work,

• coaching,

• action activities, and a

• customized evaluation

Each cohort will have between 25 and 40 people. See revised Pricing Schedule.

5. Should our full response be submitted through the link below or can we email our response directly to you?

Submit responses through the link submitting a response to the request for proposal (RFP) located at: https://www.fbo.gov/index?s=opportunity&mode=form&id=3d1e13557107242f7468d4fe3d29f55c& tab=core&_cview=0 or e-mail directly to billy.cooper@dhs.gov

1. Will CBP accept good faith estimates for accommodations and food pricing for West Virginia and our location rather than firm fixed price?

No https://www.fbo.gov/index?s=opportunity&mode=form&id=3d1e13557107242f7468d4fe3d29f55c&tab=core&_cview=0 https://www.fbo.gov/index?s=opportunity&mode=form&id=3d1e13557107242f7468d4fe3d29f55c&tab=core&_cview=0 mailto:billy.cooper@dhs.gov

2. Does CBP have a location in mind for accommodations and program delivery in Harpers Ferry, WV. If so, what is it?

See page 12 of SOW for program delivery. Location for accommodations is to be determined.

3. Is CBP interested in limiting its costs by having contractors provide some elements of the Leadership Institute asynchronously or synchronously and virtually, rather than in classroom? If so, what volume of learning would you consider accepting for virtual delivery?

Contractors can propose alternatives if they feel it is appropriate for this audience and program.

1. 2.3 states that “… Contractor should have a strong affiliation with an accredited college or university…” May that be interpreted to mean that colleges/universities are prohibited from competing independently?

No. The primary contractor must be an accredited college and/or university.

2. 3.1.2.1 Is a 360 the only form of assessment you would like incorporated into the program? Are you open to other assessment-types in addition to the 360 (e.g. personality assessment;

situational judgment tests)?

A 360 assessment allows for a pre and post assessment, thus measuring changes as a result of the program. Other forms of assessment can be added as appropriate to course content.

3.1.3 Given the broad range of possibilities for application activities, we want to be sure we understand your desires for this learning component. By application activities, are you referring to a single action-learning project that lasts the duration of the project? These are completed by individual participants or groups? Please describe any key design feature of the application activities you want to be sure we incorporate.

These are completed by individuals. During the time between the training sessions, participants will be responsible for completing leadership application activities. The purpose of the leadership application activities is for participants to apply what they have learned in the classroom back at CBP on a real issue they are facing as a leader, and to address their CBP LI learning objectives.

Participants will work with coaches to identify the most appropriate, real-world application activities.

3.1.4.2 You mention coaches will meet with participants during the time of the classroom sessions, and that they will conduct peer coaching sessions between classroom sessions. Do you intend to have coaches conducting individual 1:1 meetings with participants between the classroom sessions as well?

No, not usually. But there may be a need for up to one hour between classroom sessions if the participant has a specific need.

3. 3.1.4.3 Do you prefer that the cohort of participants be divided into smaller groups for the peer coaching sessions? Do you have a preference as to how many participants are in each peer coaching session?

Yes, the cohort should be divided into groups of 3-4 for the peer coaching sessions.

4. 3.1.4.5 Does this requirement imply that faculty will also participate in the peer coaching sessions (since they will be providing feedback at the conclusion of each peer coaching session)?

No

5. 6.2.1.1 Does this mean that the housing must be co-located with the training facility (e.g, on the same campus) or is either a suitable training facility with a hotel within walking distance and/or a hotel with conference facilities configured for executive training acceptable options?

A hotel within walking distance of the training facility is acceptable.

1. Does the government wish the contractor to include the cost for CEUs for students in the quote?

No. The Continuing Education Units that was originally at 3.4.2 Continuing Education Units has been removed. See the revised Statement of Work.

2. In 2.6, can you define what is meant by “relevant experience”?

Experience equivalent to a certified/master certified coach

3. Are the CVs/Vita included in the page count?

Yes

4. Are the letters of commitment included in the page count?

Yes

5. Is the Cover/Title Page excluded from the 50 page limit?

Yes

6. Is the Table of Contents, list of figures, list of tables, etc, if provided, excluded from the 50 page limit?

7. Is the Executive Summary and/or Overview, if provided, excluded from the 50 page limit?

No, it is included

8. Evaluation criteria states that section 5 of the SOW is relevant, we see section 5 of the SOW as GFE – None, please clarify the evaluation criteria.

If program is not help at Harper’s Ferry facility, no government furnished equipment

9. (Ref SOW 3.5.1) Is required Past Performance excluded from the 50 page limit?

No, it is included

10. (Ref SOW 3.3.4) Are required Letter(s) of commitment from each proposed faculty excluded from the 50 page limit?

No, they are included

11. (Ref SOW 3.3.3) Are required Resumes (Faculty Vita) excluded from the 50 page limit?

No, they are included

12. (Ref SOW 3.1.1.1) Is the required DRAFT curriculum outline with each week’s agenda and proposed modules of instructing excluded from the 50 page limit?

No, they are included

13. (Ref SOW 6.2.1.4) Are required photos of proposed lodging, classroom, and dining facilities excluded from the 50 page limit?

Yes

14. Are the government provided mentors (6-10 per cohort) funded by the government or by the contract?

Funded by CBP

15. Do we need to provide lodging and catering for 6-10 mentors per cohort?

Yes, but the cost will be incurred separate from the contract.

16. Pricing schedule uses the acronym of “AU” please define “AU”

“AU” represents a value based requirement in our Systems, Applications and Products in Data Processing (SAP) system. See revised pricing schedule.

1. Do you have a budget allocated for this project? If so, can you give us a range?

Yes. The maximum amount estimated for this requirement is $7,500,000.00 for a base and four years.

2. Is your preference to host this project at your facility in Harpers Ferry, West Virginia, or would you rather have alternative sites to select from? If the second, does the CBP have a preferred city/state?

We are interested in having both options available – delivery at the CBP site in Harpers Ferry and at the vendor provided site. No preferences for location of vendor provided site.

3. Volume 1 must be equal to 50 pages or less – does this include attachments such as Faculty resumes?

Yes

4. Section 3.3.6 indicated that faculty and contractor staff must attend a 2-day orientation and site visit. Can you provide the location information?

Orientation will occur at the contractor’s site. Site visits will be arranged at the CBP operations location nearest to the contractor’s site.

5. Each session is expected to hold between 25 to 40 participants. You also mention CBP personnel as well as guests and mentors. Can you provide an estimate to the number of people that may attend the session aside from the participants?

An additional 10 people including CBP staff and mentors will attend each session. Guest speakers will participate in evening sessions.

6. Our research and that of others has identified 12 to 15 people as ideal group size for interactive learning environment. As your RFP suggest maximizing non-lecture learning components, would you object to multiple sections in each cohort to meet the requirement of 25 to 40 participants (i.e. a cohort of 25 participants in sections of 12 and 13 participants, or a cohort of 40 in sections of 13, 13 and 14 participants)?

Prefer 25 to 40 participants

7. Section 4.4.2 of the RFP states that, “Session should be 10 hours in length (including lunch), Monday through Thursday and six hours in length on Friday.” Does the 10 hours include the two-hour evening session? Does this two-hour evening session refers to the same content to be provided by CBP as stated in Section 4.4.5?

Yes, 10 hours include the 2-hour evening sessions and content is provided by CBP as stated in Section 4.4.5

8. Will only faculty who are presented in compliance with Section 3.3 of the RFP be eligible to teach in the program, or will there be availability to adapt for changes in staffing over time?

Available to adapt to staff changes as long as they are in compliance with Section 3.3.

9. What is meant by graduate level course work? Is this related to level of Bloom’s Taxonomy?

Will all p participants will have a Bachelor’s degree, or some other some other combination of training and education that is the equivalent of a Bachelor’s degree? If not a Bachelor’s degree from an accredited university, will we see transcripts or other records to indicate participant preparation.

There will be a mix of educational backgrounds in the class (everything from high school graduate to PhD). All will be highly experienced senior managers, so content should be geared toward experienced leaders.

10. The time requirement is defined as 25 days, assumed to be 5 weeks. Is there an expectation that there be 46 contact hours each week or 46 instructor lead hours? Can sometime be allocated for computer simulations, group activities, role playing, etc.?

All of the above is included within the 46 hours

11. Is the Border Patrol able to provide some case studies or examples for incorporation into coursework during the curriculum design phase?

Yes

1. Does CBP have a plan for how much of the program will be co-facilitated with CBP instructors?

The decision about co-facilitation will be made once the contract is awarded and the curriculum is designed. Historically, the topics which fall under Business Acumen have been most conducive to co-facilitation since those topics tend to be more CBP specific.

2. Is the coaching of CBP subject matter experts to be part of the 25 days of programming or outside? How many SMEs may we anticipate coaching and how many hours may each be coached?

The decision about co-facilitation will be made once the contract is awarded and the curriculum is designed.

3. How much time can participants be expected to devote to application activities in between residential weeks? How much time is expected of advisors? Are the activities expected to be individual or group?

Participants can devote as much time as needed since these activities are performed on the job as part of their normal individual duties. There may be a need for up to one hour between classroom sessions if the participant has a specific need.

4. How will the faculty feedback on each participants’ performance each week be used by CBP?

In what format should the feedback be provided?

Feedback will be provided to CBP Executive Resources Board on a quarterly basis for review of participant’s progress in the program. Feedback should be provided in MS Word Format.

5. Do guest lecturers/panelists need to attend the CBP orientation, or just designated key faculty?

Just designated faculty. However, all presenters should have a strong understanding of the audience and the organization prior to meeting with the group.

6. Is there an incumbent provider for the CBP LI?

A version of CBP LI has been in existence for a number of years under different providers.

7. What is the overall objective of the peer coaching component? What is the desired outcome in terms of preparing the high-potentials for increased levels of responsibility?

1) To increase the participants ability to give and receive feedback. 2) To create a culture where constructive feedback is actively sought and valued.

8. Has CBP used peer coaching and if so, how? Is CBP currently using it? What have been the results/outcomes?

It has been used in the classroom environment very effectively and has spilled over into small pockets of program alumni using the model to continue learning from each other and using each other as sounding boards.

9. What is CBP looking for when it says, “Contractor faculty will provide the CBP program manager and program participants with participant feedback after each session”? What type of feedback is CBP looking for? How will the feedback be used?

Provide feedback on how each participant is performing/receiving classroom training (i.e. grasping program content, interacting with the faculty and participants to explore course material, engaging at an appropriate level, etc.)

Feedback will be provided to CBP Executive Resources Board on a quarterly basis for review of participants’ progress in the program.

10. What does CBP mean when it specifies that peer coaching evaluations will be provided within two weeks of each session? Evaluation of what? How will these evaluations be used? Is this evaluation feedback different from that referenced in the bullet point above?

Executive coach will provide feedback on how peers give/receive coaching from one another and how well they were prepared for the peer coaching sessions.

11. Cohorts may be 25-40 people. Should pricing be based on 25 or 40?

“AU” represents a value based requirement in our Systems, Applications and Products in Data Processing (SAP) system. See revised pricing schedule.

1. SOW paragraph 2.2.1 3.4.1states in part “It is critical that the focus of the program content be at the graduate level . . .” Does this language require the curriculum to be an approved graduate program and graduate credits be granted by the college or university or is this non-credit instruction?

There will be a mix of educational backgrounds in the class (everything from high school graduate to PhD). All will be highly experienced senior managers, so content should be geared toward experienced leaders.

2. SOW para 2.2 mentions the use of a CBP workforce analysis as a factor in determining the actual number of cohorts and participants. Can you provide the results of this analysis and/or will it be available to the successful bidder upon award?

These results vary depending on the agency’s workforce/funding. Results will be discussed with awardee.

3. SOW para 2.6. states: “The coaches shall meet with participants during classroom sessions to assist with application activity identification and to help participants apply classroom learning on the job, create a peer coaching process, and facilitate peer coaching sessions which can be conducted via telephone between classroom sessions.” Does this mean that the coaches have to attend every classroom session, or can they attend one session for a cohort and once assigned conduct other coaching sessions by telephone? Or what about once a week attendance by coaches in the classroom setting?

Coaches are not required to attend classroom sessions, but must be familiar with the course content and able to assist the participants in applying classroom learning on the job. The amount of time will vary, but typically a coach would meet with a participant 30-60 minutes per week during classroom sessions, and up to one hour between classroom sessions. Telephone sessions are acceptable between classroom sessions.

4. SOW para 2.6 lists the roles of the coaches. Would it be appropriate for the coaches to interpret the 360 instrument?

Yes

5. SOW para 3.1.1.5 references “simulation exercises” as a potentially desired instructional technique. It is not unusual when using simulations to conduct them in a virtual environment. Please define what is meant by the term “simulation exercises” and if in fact, there is an expectation that some form of virtual instruction is desired.

Contractor should propose options which can be considered when contract is awarded. A simulation exercise can be computer based or virtual.

6. SOW para 3.1.2.1 addresses a desire for 360 assessments of the participants both (pre and post). Will CBP provide the results of both of the OPM 360s for the coaches to use in assisting the participants?

7. SOW para 3.1.2.1 addresses “Mentoring by a formally designated government-provided mentor (6-10 mentors per cohort).” Will this be in addition to the coaches provided by the contractor? If so, please explain how you view the mentor role as different from the executive coaching role.

Yes, the mentors are Senior Executives provided by CBP. The role of the mentor is to serve as a resource to participants, to assist with their development while in CBP LI, and to act as a liaison to CBP’s Sub-Executive Resource Board. Mentors may call their participants throughout the program to discuss their developmental needs and discuss ways to help him or her achieve their learning objectives.

8. SOW para 3.1.2.1 addresses a desire for pre and post 360 assessments. The current general practice and use of 360 assessments calls for one administration (pre) prior to a development initiative or program. Additional (post) administrations of the 360 assessment normally do not occur at the completion of the program because of the relatively short time span of 7 or so months. Instead the 360 assessment is retaken after a significant period of time has elapsed in order to capture long term improvements in leadership behavior. Please clarify if CBP intends to have pre and post 360 assessments prior to and following the program.

Yes, CBP intends to have pre and post 360 assessments

9. SOW para 3.1.2.1 lists mentoring by government provided mentors. Can the contractor also supply mentors who have provided this service in their capacity as senior law enforcement executives?

No

10. SOW para 3.3.4 requires that: “Proposals should include a letter of commitment from each proposed faculty stating that they are committed to participating in the program.” Is this also needed from the executive coaches?

Yes

11. SOW para 3.3.6 requires that contractor faculty and staff attend a two day orientation on CBP, including a site visit, to become familiar with the organization, in preparation for instructing the program. Are coaches also required to attend the site visit?

12. SOW paragraph 3.4.2 states “Participants should be eligible for continuing education credits at the conclusion of the academic portion of the program.” What type of CEU is acceptable? Do the CEUs have to meet specific requirements of a body or accrediting organization?

No. The Continuing Education Units that was originally at 3.4.2 Continuing Education Units has been removed. See the revised Statement of Work.

13. SOW para 4.2 states that contractor will provide CBP with classroom materials one week before each session. Participants may need these materials well in advance of the program such as pre reading of texts, critical articles, leadership assessments, interview assignments, and other information. Can the contractor supply the Program Manager and COR with the materials one month rather than one week before the session? This will allow the CBP/contractor team to remain agile about changes needed because of unexpected events that could serve as major leadership lessons for the participants (e.g., legislative shifts concerning immigration policies).

Yes

14. SOW paragraph 4.5.1 states in part “Contractor will be responsible for developing a graduate level curriculum. . .” Does this requirement involve the issuing of graduate credit from the college or university?

No

15. Security. Will each coach, faculty member, project manager and company representatives have to complete a DHS suitability review before accessing CBP facilities? If not, will the contractor have to provide appropriate personnel with suitability access to escort non-approved personnel?

No, just a non disclosure agreement

16. Security. Will executive coaches have to complete a DHS suitability review to work with CBP personnel?

No, just a non disclosure agreement

17. Does CBP expect that individual vita and letters of commitment will be included within the 5MB limitation of the proposal and therefore part of the 50 page proposal submittal, or can these documents be submitted separately in another file?

Should be included in the 50-page proposal

18. Are vitas required for coaches and if so are those also excluded from the page proposal limit?

Yes they are required and are included in the page count.

1. Please explain the statement, “This acquisition is unrestricted” in general and with regards to Contractor obligations.

This opportunity is open with no restrictions (e.g. business size, type of ownership) to anyone qualified to provide this requirement.

2. Section 2.5 states, “Provide all program materials for instructors and participants. At the conclusion of the program, all program materials will become the property of US Customs and Border Protection.” Please confirm that this refers to materials provided to participants during the program and is not a license to reproduce or distribute.

The material is for use by the students only.

3. The sample schedules show each cohort meeting three times, is this your preference?

Yes, but we are open to other proposals.

4. Section 3.4.2 states, “Participants should be eligible for continuing education credits at the conclusion of the academic portion of the program.” Does this mean the program must be fully accredited by an organization such as the International Association for Continuing Education?

No. The Continuing Education Units that was originally at 3.4.2 Continuing Education Units has been removed. See the revised Statement of Work.

5. Section 4.4.2 states, “Sessions should be ten hours in length (including lunch), Monday through Thursday and six hours in length on Friday." Are the evening sessions mentioned in section

4.4.5 included as session instruction time?

No, evening sessions

6. Should the program price include all travel related expenses for faculty and staff? If so, what is the food and lodging situation at the CBP training facility?

Yes. Faculty will not be required to stay in the residential facilities in Harpers Ferry, but will be able to if they desire. Travel and accommodations will not be covered by CBP. The residential facilities will be priced at the competitive market rate.

7. The pricing sheet shows AU in the unit column – please define AU?

Processing (SAP) system. See revised pricing schedule.

8. Are there any restrictions or approval process required for use of a leadership 360?

The 360 assessment should measure leadership competencies. The Program Manager will be the final approver of the proposed 360.

9. Is each cohort a 7 month program?

The program has a 5-month delivery period instead of a 7-month delivery period and each period is “per cohort”. The statement of work is updated to reflect the correct delivery period.

10. Are their technology limitations; internet access, iPad applications, etc?

Participants do not have government issued iPads, but do have computers and internet access.

11. What, if any, are the prerequisite human skills training programs related to the CBP ECQ’s attendees will have successfully completed?

None, only need to be GS-15 managers. At a minimum, all will have completed a basic supervisory course at some point in their career.

12. Other than ICF certification, what other experience would be seen as relevant and equivalent for the professional coaches involved in the program?

Length of time as a coach and clients served.

13. How satisfied are you of the current CBP LI program?

Very satisfied

14. When you refer to a leadership 360 would you prefer a competence based 360 tool?

The assessment should measure leadership competencies.

15. How much time outside of the residence program are participates allowed to work on projects coaching or sustainment projects?

Participants can devote as much time as needed since these activities are performed on the job as part of their normal individual duties.

16. Does CBP require a fixed price per cohort or is a “per participate price” acceptable?

17. What leadership/Management competences are leaders entering the course excepted to have?

Must be a GS-15 manager

1. Please clarify paragraph 3.1.4.3 on page 6 of the SOW.

Peer coaching is a confidential process through which two or more professional colleagues work together to reflect on current practices; expand, refine, and build new skills; share ideas; teach one another; conduct classroom research; or solve problems in the workplace.

Q1. How much direct contact coaching time should the vendor anticipate between classroom sessions in regards to "facilitating peer coaching sessions"?

The amount of time will vary, but typically a coach would meet with a participant 30-60 minutes per week during classroom sessions, and up to one hour between classroom sessions.

2. Please clarify paragraph 3.1.4.5 on page 7 of the SOW.

Executive coach will provide feedback on how peers give/receive coaching from one another and how well they were prepared for the peer coaching sessions.

Q1. Does the government anticipate that this feedback will be delivered to participants and CBP Program Manager in the form of a formal after action report?

Yes

3. Does the government have a preferred 360 Assessment tool that will be available to the prospective contractor?

No

4. Does the government anticipate the need to have the contractor faculty and staff attend the two day CBP Orientation referenced in paragraph 3.3.6 on page 8 of the SOW at the beginning of each option period?

No – only as new faculty are brought on board.

5. Does the government CBP Hosted Facility referenced in paragraph 6.2.2 on page 12 of the SOW have broadband wireless internet capability? If so, is it possible for the contractor to utilize this network for the delivery of this program of instruction?

6. Section 6.2.1.4 – include photos Because of size limitation can the photos be submitted in an appendix and therefore not counted toward the 5 mg?

Yes.

7. Pricing For the base period pricing should we price all three 25 day trainings or does the government anticipate a lower number of trainings for the base period?

“AU” represents a value based requirement in our Systems, Applications and Products in Data Processing (SAP) system. See revised pricing schedule.

8. Pricing Historically how many hours of coaching has each participant needed annually?

Coaches are not required to attend classroom sessions, but must be familiar with the course content and able to assist the participants in applying classroom learning on the job. The amount of time will vary, but typically a coach would meet with a participant 30-60 minutes per week during classroom sessions, and up to one hour between classroom sessions.

9. Pricing Historically how many instructors have been provided during the delivery of the training at one time?

12 (some instructors deliver more than one training)

1. Is/are there incumbent provider/s in this or a substantially similar role please? If so, who are they, please?

A version of CBP LI has been in existence for a number of years under different providers.

2. Has the curriculum been designed?

No. Upon selection, CBP will work with the vendor to finalize the proposed curriculum.

3. If the curriculum has been designed or there is a previously-used curriculum, can you share the framework for the various modules with us, and can you supply a curriculum and agenda for any previous such training series?

As stated in section 3.1.1.1of the SOW. The final curriculum will be developed in consultation with CBP upon contract award. However, contractors should present a draft curriculum outline as part of their proposal with each week’s agenda and proposed modules of instructing in their proposals, with the rationale for their approach and the justification for their design.

4. How many firms do you expect to select for this project?

One

5. Is this an IDIQ type contract or will you make the final determination of firms and facilitators at award?

This will be a firm fixed price single award Indefinite Delivery Indefinite Quantity contract.

6. As a general guideline, how many faculty members and how many coaches would you expect the contractor to supply over the seven-month period?

The number of faculty members is based on the needs of the curriculum. Typically, 2-3 coaches are needed per cohort.

7. Will you be choosing your firm(s) based on their background for each of the modules or for the program as a whole?

The program as a whole

8. For the accommodation, do you require fully loaded costings both with and without the accommodation component provided through this contract?

Yes.

9. Part 6.2.1.5. In the event of a cancellation for other-than-exempt reasons (eg. closure of the government) and if a booking should be cancelled, what if any arrangements exist for compensation for contractor costs, retention of a deposit et al?

Any cancellation costs will be limited to actual costs incurred and proof will be provided by the contractor to the Government.

10. Part 6.2.1.5. Please confirm that at bid time, we should treat the provided dates in the cohorts as examples only, and that we should in fact bid dates we have available to you. Can you also confirm that we are then obligated to hold these bidded dates until we advised of the outcome of the selection process?

The dates provided are “ideal,” but CBP understands that it will have to work with the selected vendor to identify dates that work for both CBP and the vendor. The vendor should propose an alternate schedule with dates that work for them.

11. FAR HSAR clauses Pages 11-13. Prompt payment provision – if for example a training is booked six months in advance of today, at what dates would the deposit and then the full amount be paid to us?

For each cohort of 25-40 participants, payment will be made as follows: 1/3 one month prior to first classroom session, 1/3 half way through the classroom portion, and 1/3 upon completion of classroom sessions.

12. FAR HSAR clauses Pages 11-13. Do ALL staff at the training provider and the venue need to be background checked, or just a subset – for example, facilitators and the venue manager?

Only the training provider staff that is assigned to work and administer this contract would be required to complete a DHS Non-Disclosure Agreement.

13. Are there any set-asides or preferences for a woman-owned business, a minority-owned business, a veteran-owned business or any other such preferences, please? This is just a sanity check – our reading of the RFP is that it is full and open. Is this correct, please?

No set-asides

2.

• Are there specific law enforcement competencies, attributes and topics that you want addressed in the context of the Executive Core Qualifications?

No competencies, but course material should rely heavily on law enforcement case studies, examples, etc.

2.1.

• Does the seven-month delivery period include all three cohorts in the seven months, or one cohort over the course of seven months?

The program has a 5-month delivery period instead of a 7-month delivery period and each period is “per cohort”. The SOW has been updated to reflect the correct delivery period.

2.2

• What is the minimum number of participants that CBP will allow in each cohort and/or the entire program year?

A minimum of 25 participants per year.

• How will participants be selected for the program?

Participants are selected based on appointment for the first time to a GS-15 manager position. The actual number of CBP LI participants will vary depending upon the agency’s workforce analysis and funding. Participants will hold positions such as Division Director, Assistant Port Director, and Patrol Agent in Charge.

2.3.

• Do the faculty need to have a current affiliation with graduate level university programs?

2.4.

• How much coaching of CBP subject matter experts is anticipated?

• Who will identify and approve the CBP subject matter experts, and approximately how much time will they be available to co-facilitate the sessions?

The decision about co-facilitation will be made once the contract is awarded and the curriculum is designed. CBP will identify the subject matter experts, and they will be made available as needed.

2.6

• What is an example of “equivalent in relevant experience” for coaches?

Experience equivalent to a certified/master certified coach – someone who has a long history of formal coaching across a wide-spectrum of clients.

• Would extensive management experience at the GS15/SES level qualify?

No – coaching is a unique skill that is not always gained as a professional.

• Who will determine the equivalency?

CBP

• What would be considered ICF certification equivalency? (e.g. years of experience as an executive coach?)

Experience equivalent to a certified/master certified coach

2.9

• What is considered an “executive-level” residential training facility?

A facility with state of the art furnishings and equipment.

• Must the training facility and the residential facility be housed in the same building, or can they be housed in adjacent buildings?

They can be housed in adjacent buildings, but must be within walking distance of each other.

3.1

• Can you provide an example of “executive development programs used widely and successfully by major public and private companies?”

Harvard Senior Managers in Government, Harvard Senior Executive Fellows Program, OPM Federal Executive Institute, etc.

3.1.1

• By what standard will we judge curriculum is at the graduate level?

Material should be geared toward senior managers with extensive leadership experience. CBP will look to ensure that the material is geared at the appropriate leadership level.

3.1.1.1

• Must the draft curriculum outline be contained within the technical draft (i.e. does the draft curriculum outline count against the 50-page limit of the technical draft) or can it be an appendix to the technical draft?

Must be included in the 50-page limit if the technical draft

3.1.1.5

• Must the discussion of instructional techniques to be used be contained within the technical draft (i.e. does the discussion of instructional techniques count against the 50-page limit of the technical draft) or can it be an appendix to the technical draft?

Must be included in the 50-page limit if the technical draft

3.1.2.1

• This section prescribes “…Mentoring by a formally designated government-provided mentor…” Who will identify/select the “mentors” and will the contractor have input into the process?

Mentors are selected/approved by CBP senior leadership

• Does CBP want the contractor to administer an additional 360 assessment on top of the session-to-session peer feedback process described above in 3.2.2.2?

o If yes, can the contractor customize this assessment based on the specific qualities of the program, or does CBP prefer an off-the-shelf tool (e.g. MHS EQi?)

Yes, the 360 should be administered in addition to the peer-to-peer feedback. The vendor can propose any appropriate, competency based assessment. The CBP program manager has final approval.

• By ‘pre and post,’ does CBP mean ‘before and after the program’ or ‘before and after each session’?

Before and after the program

• Will all simulations be required law enforcement-based simulations?

3.1.3

• Who will choose the application activities, CBP or the contractor?

The coaches shall meet with participants during classroom sessions to assist participants with identifying the appropriate application activity.

• Does CBP want a list and description of potential application activities?

No, the coaches shall meet with participants during classroom sessions to assist with application activity identification and to help participants apply classroom learning on the job

3.1.4.1

• What is considered ICF equivalency?

Experience equivalent to a certified/master certified coach

3.1.4.3

• Who will determine the peer coaching process?

The contractor in coordination with CBP.

3.1.4.4

• How many peer coaching sessions should be conducted per cohort, per program year?

One peer coaching sessions should take place between each classroom session for each cohort.

Additionally, the peer coaching model can be used during the classroom sessions as appropriate.

3.3.3.1

• What specific feedback will be required from faculty for each participant’s performance?

Provide feedback on how each participant is performing/receiving classroom training (i.e. grasping program content, interacting with the faculty and participants to explore course material, engaging at an appropriate level, etc).

• Does CBP or the contractor/faculty determine an acceptable level of performance?

3.2.2.2

• According to 2.2, there are supposed to be 25-40 participants in each cohort. Does 3.2.2.2 implying that all participants rate all other participants in the cohort at each session? Is that what is meant by ‘peer feedback’ or in addition to peer feedback?

No, the cohort is divided into groups of 3-4 during the classroom training to observe and provide feedback of one another’s learning behaviors.

• What is meant by ‘feedback on coaching calls’? Does this phrasing mean that CBP wants feedback about the coaching calls as a program component, or that feedback should be delivered to participants on these coaching calls? Or both?

The contractor would provide feedback to the CBP LI program manager about each participant and their ability to give and receive feedback. The program manager distributes the feedback to the participants.

3.3.1

• What is considered a strong affiliation with an accredited college/university?

• Do all faculty need to be affiliated with the same accredited college/university?

The primary contractor must be an accredited college and/or university. Faculty do not have to be affiliated.

3.3.1.1

• Could an organization’s (i.e. the contractor’s leadership institute) institution, plus its team of coaches, be considered enough of an infrastructure?

The primary contractor must be an accredited college and/or university.

3.4.1.1

• How does one determine if a curriculum is “agile?”

The contractor should be able to make changes to the curriculum immediately upon receiving feedback to ensure that the curriculum meets CBP’s needs.

• Will CBP or the contractor determine if the curriculum is agile?

3.3.4.

• Does the letter of commitment from faculty apply to the coaches?

Yes

4.4.2

• Who will determine whether the needs of the program require the program to begin on Sunday evening?

Contractor and CBP

4.4.5.

• How many times per cohort/program does CBP expect to hold evening sessions conducted by

CBP executives?

2-3 evening sessions per week or 10-15 per cohort

4.5.1

• This section prescribes that the “Contractor will be responsible for developing a graduate level curriculum….” Will all attendees have undergraduate degrees?

There will be a mix of educational backgrounds in the class (everything from high school graduate to PhD). All will be highly experienced senior managers.

4.6.1/4.6.2

• Will the logistics and email be required to be on CBP controlled IT infrastructure?

Travel for CBP participants, guest speakers and guest will be CBP controlled. Scheduling of faculty, production materials, etc., will be controlled by contractor. If the contractor wants to host logistics and e-mail on their site, CBP is open to that paradigm.

4.6.1.

• Does CBP anticipate that all guest speakers will be onsite? Or is it anticipated that the cohorts will go offsite as well?

Guest speakers and participants will be on site. On occasion, a guest speaker may be brought to the class via video tele-conferencing.

• Will CBP collaborate with the contractor/faculty/coaches to identify and select guest speakers and/or visitors?

Yes.

6.2

• What does CBP consider (or use as a benchmark) for accepted principles of adult education as it relates to a residential instructional facility?

CBP does not have one benchmark for adult learning. The key things we will be looking at are: 1) taking advantage of the knowledge that students bring to the classroom (domain knowledge), 2) and ensuring that the design is active and engaging for the students.

6.2.1.1.

• What is the minimum amount of computers required for a computer facility?

A minimum of one computer per four participants.

6.2.1.4

• Are the photos of proposed lodging, classroom and dining facilities included in the 50-page limit of the technical draft?

• Must the dining facility be affiliated with the executive level facility and/or residential facility?

All meals must be provided by the vendor. CBP is open to various ways to accomplish this.

6.2.2

• What other supplies (audio visual or otherwise) are furnished for the contractor’s use at the CBP hosted facility?

The CBP hosted facility is a state of the art training center with standard audio visual capability, video teleconferencing, computer labs, etc.

8.

• Will contractors and faculty be required to hold any special security clearances or be required to have background investigations?

9.

• Is it required that faculty have experience facilitating leadership programs in a law enforcement environment?

No, but it is helpful.

Other

• Will materials and delivery need to be 508 compliant? Will there be any special needs for students that need to be addressed?

Yes. Any special needs will be addressed by the Contracting Officers Representative.

1: Do we need to provide bios and letters of commitment from all coaches in the same manner as is required for faculty?

Yes

2: Please provide clarity around the expectation for us to provide a report on each individual's performance. What is it that you are seeking here?

Provide feedback on how each participant is performing/receiving classroom training (i.e. grasping program content, interacting with the faculty and participants to explore course material, engaging at an appropriate level, etc.)

3: Please provide clarity on volume of persons. Is it 25-40 persons in total for year one or per cohort and a maximum of three cohorts for year one?

25-40 person per cohort; up to 120 per year.

Question Number RFP Sections RFP Paragraphs RFP Page Number Reference/Verbiage Question to the Government

1 2.0 Scope 2.0 3 The scope section of the SOW says, “The participants will be learning and applying the change initiatives across organizational lines, thus spreading the message to the rank and file.” Is this reference to specific change initiatives currently underway within the CBP or to the identification of activities that give participants the opportunity to apply what they learn when participating in the leadership institute to day to day challenges experienced within CBP?

CBP LI is a means for organizational change within CBP. As new initiatives are instituted, CBP LI is a mechanism for spreading the organizational imperative and ensuring a cadre of earlier adopters.

2 2.0 Scope 2.1 3 “Design and implement CBP LI for delivery over a seven month period.” Does CBP mean the CBP LI program should be designed and implemented within seven months after contract award? If not, when does CBP envision the instruction for course design and the curriculum to be complete and for the delivery of instruction to the first cohort begin?

The program has a 5-month delivery period instead of a 7-month delivery period. The SOW has been updated to reflect the correct delivery period.

Design and implementation should take place after contract award and before the 5-month delivery period starts.

3 2.0 Scope 2.2 4 Deliver up to three cohort sessions per year training approximately 25-40 senior managers from all functions and geographic areas of CBP in each cohort. Is this 3 cohorts serving a total of 25-40 senior managers, or 3 cohorts of 25-40 senior managers in each cohort? How does CBP defint 'cohort' (e.g. the number of students in the classroom at any given time or the number of students starting the program at a specific date?) Is there a minimum or maximum number of students per cohort?

25-40 participants per cohort; up to 120 per year. The actual number of CBP LI participants will vary depending upon the agency’s workforce analysis and funding.

4 2.0 Scope 2.2 4 The SOW indicates approximately 25-40 Senior Managers from all functions and geographic areas of CBP will be in each cohort. Since the cost of the training and consumables will vary depending upon the number of participates in each cohort, should bidders base their price on the maximum number of participants in each cohort (i.e., 40) or upon some average number of participants per cohort (e.g., 33) to enable the CBP to compare bids?

5 2.0 Scope 2.2 4 “25-40 senior managers from all functions and geographic areas of CBP…” will participate and that “the actual number of CBP LI cohorts and participants will vary depending upon the agency’s workforce analysis and funding…” Can the government provide an approximate breakdown of the geographic locations for participants?

Upon selection of each class, the contractor will be given this breakdown.

6 2.0 Scope 2.2 4 “...actual number of CBP LI cohorts and participants will vary depending on the agency’s workforce analysis and funding”. What is this workforce analysis, who is doing it, and what type of information will it include that will assist in identifying participants and cohorts?

The CBP LI program manager will work with the Office of Human Resources Management to identify anticipated vacancies for the coming year. The program manager will also work with the Office of Administration to determine available funding.

7 2.0 Scope 2.4 4 "Co-facilitate some sessions with CBP subject matter experts and coach CBP subject matter experts to…