AILD PWS.docx

Performance Work Statement Leadership Program

1.0 Introduction

The Naval Acquisition Career Center (NACC) has a requirement for progressive leadership training using a commercial off the shelf solution. This training is in support of the Director, Acquisition Talent Management efforts to create worldclass workforce development initiatives for career progression in a highly complex government-based organization, specifically across the acquisition workforce (AWF) and the broader Navy arena. This training is designed for those who are or have the capability of leading high performing organizations and programs today and have the potential and motivation to take on even more responsible senior leadership positions across the AWF within the next few years.

The Department of Navy (DON) AWF is currently prioritizing the structured development of high-potential individuals for leadership roles. This effort emphasizes cultivating a deep awareness and understanding of leadership at various levels to enhance both individual and organizational effectiveness. The overall intent is to prepare individuals for implementing and maintaining coherent strategies to lead organizational transformation. The NACC requires the delivery of a progressive, related, proven quality program of instruction, addressing entry-level employees on a fast track to becoming full performance acquisition professionals. The entry-level program will provide basic leadership skills and work group techniques and establish a set of common core competencies for entry level members of the AWF.

2.0 Objectives

The purpose of this performance work statement (PWS) is to allow potential sources to demonstrate their commercial capabilities and is intended as a guideline for contract execution. The contractor is to build a foundation for acquisition community leaders to appreciate a shared and executable vision and enhance self-awareness and engagement in continuous self-assessment, development, and foster a commitment towards life-long learning. Rather than trying to provide prescriptive answers to the management problem of the moment, the contractor is to focus on those competencies applicable for individuals moving into an environment of change, where competencies for successful team lead/project management and a strategic understanding of the moral, social, and ethical impact of the information age is emphasized.

3.0 Program Concept

The key learning objectives to be met for the participants of the entry-level program of instruction will be to:

The instructional methodology may use any combination of assessment and feedback, group discussion, experiential activities, and goal setting activities that are appropriate to the curriculum and participants as a continual progression in the competencies of leadership. Specific application to the participant's current challenges must be addressed to ensure relevancy to the audience.

· Leverage Technology and Digital Platforms

· Training in utilizing technology effectively, including social media, collaboration tools, and digital communication strategies

· Identify, understand and apply various methods for achieving appropriate desired results

· Emphasize Mentorship and Coaching

· Emphasizing open and frequent feedback loops, allowing for constructive criticism and immediate adjustments to leadership approaches.

· Creating structured pathways for career progression and personalized mentorship opportunities to cater to current population of NADP’s desire for growth.

· Create a list of attainable goals and create practical strategies to obtain goals and appreciate the concept of life-long learning.

· Focus on Mission and Purpose

· Identify and understand key traits that impact an organization's performance.

· Provide Experiential Learning Opportunities

· Assess and understand preferred styles for approaching leadership in individual and team settings.

· Develop an awareness of individual leadership strengths, weaknesses, preferences, styles and behaviors at the initial entry level. Understand and appreciate the challenges of leadership.

· Experience a wide variety of leadership styles.

· Experience leadership styles in a work group activity with a shared and executable vision.

· Learn how to set attainable goals and develop practical strategies to reach them while gaining an appreciation for the support network concept of life-long learning.

· Focus on providing leadership concepts that focus on ownership of work and decision-making power

· Foster Emotional Intelligence

· Framework discussing emotional intelligence (EQ). This focus often indicates leadership potential more than traditional intelligence quotients (IQ). Leaders with high EQ are better equipped to handle interpersonal relationships judiciously and empathetically which resonates with majority of current NADP Population.

· Understanding your own emotions, strengths, weaknesses, drives, values, and goals, and recognizing their impact on others.

· Building and maintaining positive relationships, resolving conflicts, and influencing others effective

· Managing emotions to guide behavior, resist impulses, and maintain composure under pressure.

· Recognizing and understanding the emotions of others, including empathy and perspective-taking.

· Encourage Collaboration

· The instructional methodology may use any combination of assessment and feedback, group discussion, experiential activities, and goal setting activities that are appropriate to the curriculum and participants as a continual progression in the competencies of leadership. Specific application to the participant's current challenges must be addressed to ensure relevancy to the audience.

3.1 Program Model

The vendor will be required to provide a course of instruction which follows a model framework of the following nature:

Evaluate: The Government recommends a level of pre-assessment that is sent to students from vendor to facilitate efficient classroom discussions and learning, which will include a survey and/or assessment that will be completed prior to course beginning; in-class assessments may also be appropriate to better define individual abilities and preferences, as the curriculum may determine. These tools are considered central to the assessment part of the program. It is required that participants complete recognized leadership "tool" instruments.

Engage: The contractor will use a model for understanding the dynamics of leadership and facilitate participant understanding of how the model impacts individual approaches to leadership challenges. Structured activities are encouraged where participants will experience their leadership tendencies and preferences along with alternatives.

Reinforce: The use of small group discussions as a lever for better understanding the key change processes at play is to be emphasized, as there is a higher likelihood that individuals will accept, better understand, and embrace the negative environment associated with the implementation of individual modifications after experiential processes in the group environment.

3.2 Program Delivery

The contractor shall be responsible for providing suitable classroom facilities to host the identified participants. It is anticipated that the classes will be structured to support approximately thirty students, with the Government being responsible for identifying those students in advance to the contractor so that pre-course assessment material may be distributed, as necessary. The contractor will be responsible for all coordination and administration in support of the course.

3.2.1 Course Schedule

The NACC will schedule an estimated 20-25 sessions for the entry-level program for each year of performance.

The suggested nominal schedule would be for the Monday of the week to be identified as a "travel day," for those outside the local commuting area with participants arriving at the designated location by a specified time in the late afternoon. The course of instruction is to begin on Tuesday, and continue through Thursday, encompassing two and a half days (20 hours) of structured delivery. Friday will be considered the return "travel day" for the participants. The contractor has license to structure the course of instruction as best suited for the participants and in keeping with the organizational objectives of the program.

3.2.2 Course Location

The contractor shall seek and secure locations which are the most cost effective to support the student population, as the demographics of the AWF will draw participants from all areas of the continental United States as well as overseas locations such as Hawaii and Guam. Overnight travel for students is to be minimized to the greatest extent possible. Locations for the seminars will be coordinated and funded by the contractor. The government will pay all travel expenses for the student and their expenses are not part of the overall evaluation for award. Priority for evaluation should include cost, location and facility capability, with travel costs considered utilizing the Department of Defense Joint Travel Regulation policies. Course locations should be discussed with the Contracting Officer Representative and contractor to ensure successful delivery based on student population.

3.2.3 Evaluation

The contractor shall provide an analysis of each course experience per student, to include recommendations as applicable. Including but not limited to, course content, instructor performance, and facilities. The contractor will be open and flexible to survey feedback and make changes as required based on feedback from students and/or COR.

3.2.4 Interpreter Support

The contractor will be responsible to secure interpreter services for hearing impaired students as necessary for individual classes in conjunction with applicable reasonable accommodation procedures.

3.2.5 Contingency Planning

The contractor shall be responsible to develop and execute a contingency plan for unforeseen delays, absences, etc. with the instructor or facility for individual classes as necessary. This would include switching to virtual from in person.

4.0 Provision of Services

4.1 The Government will provide a list of participants thirty days prior to each course commencement, to include name and contact information to facilitate communication between the contractor and participant.

4.2 Contractor-Furnished Property and Services

The Contractor shall furnish all facilities (classrooms), material/assessments, support equipment including any computers and services.

5.0 Administration

5.1 Travel

The contractor is responsible for forecasting all associated costs of instructor travel and per diem in the proposed cost based on the geographic locations.

5.2 Period of Performance

The period of performance will begin on or around 30 September 2025 with a twelve (12) month period of performance and four (4) sequential twelve month option periods.

5.3 Place of Performance

The contractor is responsible for all arrangements and for all costs associated with the course locations. The course locations include:

5.4 Contractor Training

Demonstrate a commitment to training which supports technological currency, while minimizing the possibility of work disruption. Ensure that employees stay proficient and current in their area(s) of responsibilities at no additional cost to the Government.

5.5 Program Management

The contractor shall provide adequately experienced and qualified personnel to successfully complete the task and provide all supervision of contractor personnel and perform all related administrative functions. The contractor is responsible for all management of contractor staff.

6.0 Performance Measurement

The performance standards for this PWS are stated in the table below:

PWS Section #

Administer quality control program including subcontractor management in accordance with QCP.

Contractor is in compliance with QCP 97% of the time

File reviews, periodic inspections, random observations, and review of customer complaints

Invoicing