SATPC0034327 Tab 04 4 SOW.pdf

Page 1 Version 2024/02/02

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 "Negotiations and Leading by Influence."

SERVICE DELIVERY LEVEL:

Science Mission Directorate – Enterprise Level

GENERAL INFORMATION

1.0 Scope of Work:

The Contractor will partner with NASA to design, develop, and deliver a "Negotiations and Leading by

Influence" 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 "Negotiations and Leading by

Influence" course, which will be taught in 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 "Negotiations and Leading by Influence" course will hone their skills at empowering scientists in formal and informal leadership positions to effectively advocate for, guide, develop, and communicate the value of science processes, products, projects, programs, and policies on behalf of their teams and organization. Participants will be introduced to negotiation techniques that will optimize financial, human capital, and technology management at federal agencies and during interactions with academia and the private sector.

The "Negotiations and Leading by Influence" course will include areas described in the following sub-sections.

https://smd-cms.nasa.gov/wp-content/uploads/2023/04/FINALAgencyScienceWorkforceStudy03.02.pdf

Page 2 Version 2024/02/02

3.1. Course Area 1:

How to use negotiation techniques to optimize financial, human capital, and technology management internally and across organizational/ national boundaries:

• Analyze the contextual factors of a negotiation, including identifying major actors (their values, motivations, needs), critical issues, formal structures, and potential disruptors.

• Diagnose potential power asymmetries, resources, timing, and competition obstacles that can derail teams, projects, programs, and missions.

• Design interest-based (or integrative) negotiations that create value and lead to constructive agreements for all parties.

• Create and leverage Best Alternative to a Negotiated Agreements (BATNAs) and Zones of Possible

Agreements (ZOPAs) that support the underlying interests of all parties.

• Understand the impact of governmental regulations on NASA’s ability to negotiate its programmatic directions, funding, and partnerships.

• Understand the policies, requirements, and mechanisms to establish collaborations and partnerships with other government agencies, academia, and industry.

• Assess the impact that the federal regulatory frameworks might have on scientific and technical international collaborations.

3.2. Course Area 2:

How to advocate for, guide, develop, and communicate the value of science products and processes:

• Understand the value of cooperative alliances, champions, and early adopters of ideas and projects.

• Effectively craft and communicate value propositions for various technical and non-technical audiences.

• Make change visible and relevant to all stakeholders.

• Identify primary influence styles and their most appropriate use.

• Employ a wider range of influence styles, including logic, emotion and legitimacy.

• Identify aspects of individual personalities that facilitate the use of a broad range of influence styles and those that inhibit it.

• Identify defensive reactions and how they impact effectiveness as an influence leader.

• Create a strategy for influence at the team or organizational level.

• Define "unconscious bias" and its role in inclusion and influence.

3.3. Course Strategic Alignment:

"Negotiations and Leading by Influence" 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 5.1 (O5.1): Optimization of processes and results in negotiations.

• Outcome 5.2 (O5.2): Amplification of scientific impact through cooperative alliances.

• Outcome 5.3 (O5.3): Ability to be an effective influencer.

• Outcome 7.1 (O7.1): Excellence in stewardship of government resources.

Page 3 Version 2024/02/02

Skills gained through the "Negotiations and Leading by Influence" course are directly linked to four of the five

Office of Personnel Management (OPM) Executive Core Qualifications (ECQs), and 10 ECQ Competencies are described below:

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

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.

O5.1:

Optimization of processes and results in negotiations

O5.2: Amplification of scientific impact through cooperative alliances

O5.3: Ability to be an effective influencer

O7.1: Excellence in Stewardship of Government

Resources

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

Course Outcomes: Negotiations and Leading by Influence

TH

EM

E 5:

I n fl u en ce L ea de rs h ip

TH

EM

E 7:

L ea de rs h ip i n F ed er al G ov er n m en t

A ge n ci es

ECQ1: Leading

Change

ECQ2: Leading

People

ECQ3: Results

Driven

ECQ4: Business

Acumen

ECQ5: Building

Coalisions

Page 4 Version 2024/02/02

• Plan, coordinate, integrate, and monitor the scheduling and technical performance of the "Negotiations and Leading by Influence" 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 "Negotiations and

Leading by Influence" 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 "Negotiations and Leading by Influence" 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.

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.

https://www.section508.gov/manage/laws-and-policies/

Page 5 Version 2024/02/02

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 leading by influence, negotiations, and innovation management.

• 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 leadership development metrics and leads or assists in special projects or initiatives as requested.

• Education:

o A Ph.D. in Business Administration, Organizational Psychology, Public Administration, Sociology, or closely allied fields and five years of directly related experience (e.g., teaching at the university-level, demonstrated succes leading high-stakes negotiations in the public or private sector, 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 leading by influence, negotiations, and innovation management.

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

o A Ph.D. in Business Administration, Organizational Psychology, Public Administration, Sociology, or closely allied fields and five years of directly related experience (e.g., teaching at the university-level, demonstrated succes leading high-stakes negotiations in the public or private sector, research/ publication history in relevant subject matter) are preferred.

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.

Page 6 Version 2024/02/02

• 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:

• Monthly 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.

• 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.

Page 7 Version 2024/02/02

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 the requirements in section "4.0 Contractor

Requirements" above.

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 "Negotiations and Leading by Influence “course virtually and synchronously.

All other materials shall be delivered virtually.

All synchronous sessions will be scheduled to accommodate NASA employees in all time zones (including

PT). Preferred hours are 11:00am-5:00pm. 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

Performance of this task requires a signed Non-Disclosure Agreement (NDA). 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

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

Page 8 Version 2024/02/02

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

Contracting Officer: Justin Mathurin (justin.e.mathurin@nasa.gov)

Customer POC(s):

Name

Role Location (Center) Phone Number Email

Neyda Abreu Requirements/

Technical Owner

Langley 814-404-3470 Neyda.m.abreu@nasa.gov

Elizabeth Hook-Rogers Task Monitor HQ 202-358-1943 elizabeth.a.hook@nasa.gov

Page 9 Version 2024/02/02

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.