SOO_FQS_Training_Development_11192020.pdf

STATEMENT OF OBJECTIVES

Department of Homeland Security (DHS)

Federal Emergency Management Agency (FEMA) Field Operations Directorate (FOD)

Workforce Development Division (WDD) FEMA Training Development, Education and Assessment Support Services

1. PURPOSE:

The purpose of this effort is to obtain Instructional Systems Design (ISD) support for the Federal Emergency Management Agency (FEMA), Office of Response and Recovery (ORR), Field Operations Directorate (FOD), Workforce Development Division (WDD). FEMA intends to establish a multiple-award Indefinite Delivery/Indefinite Quantity (IDIQ) contract.

2. SCOPE:

FEMA requires professional instructional systems design (ISD) training services to support the assessment, planning, development, delivery, maintenance, and evaluation of FEMA training courses and materials for 250 courses over a period of five (5) years (estimated. 50 courses/year).

Required contractor support includes:

1) Instructional Systems Design (ISD) services to include the assessment/evaluation, development and maintenance/revision of classroom, webinar and online training courses, materials, curriculum and experiential/practical exercises;

2) Training Instructional Systems Design (ISD), and project management support for the FEMA enterprise-wide training solution to consist of the following stakeholders:

FEMA Headquarters (HQ) and Regional staff o Office of the Chief Component Human Capital Officer (OCCHCO) (Annual/Mandatory training) o Incident Support National Response Coordination Center (NRCC) Regional Response Coordination Center (RRCC)

Field Operations Directorate (FOD) o Incident Management Assistance Teams (IMAT) o Field Leadership (FLDR) o Supplemental Response Teams (SRT) o FEMA Qualification System (FQS)

Cadre and associated Program areas State, Local, Tribal and Territorial (SLTT) (currently supported by EMI)

FEMA requires Training Development, Education and Assessment Support Services primarily for FQS Incident Workforce individuals and ensure all courses developed under this procurement align with the tasks located in the PTBs. Existing FQS courses do not correlate to Position Task Books (PTB), which serve as FEMA’s primary on-the-job training tool for the incident workforce. FEMA’s intent is to align PTBs to course content and develop courses in a modular fashion that shall allow material to be used across positions and cadres, further integrating training across position tiers and supervisory levels in the field. The contractor shall support Instructional Systems Design (ISD) for course development, learning interventions (e.g., exercise design, development, and analysis), and evaluation strategies to fulfill the academic requirements for all FQS Incident Workforce titled individuals as outlined in the Position Task Books (PTBs).

The goal of this procurement is to develop specialized and cross-cadre training opportunities for a diverse group of personnel who perform incident workforce functions during all-hazard FEMA operations.

These courses will include suites of multi-level training for Incident Workforce positions that also have the ability to integrate with field and mission focused training activities to support the development of an expeditionary disaster work force. The training courses and related activities will be delivered by FEMA federal employees at FEMA facilities in a classroom setting as instructor-led activities and made available online via the FEMA’s Learning Content Management System (LCMS).

3. PERIOD OF PERFORMANCE:

The period of performance shall consist of one 12-month period with four 12-month options.

4. PLACE OF PERFORMANCE:

The primary place of performance shall be at the contractor’s facility.

The contractor shall be required to attend frequent meetings and planning sessions for coordination and planning purposes at the FEMA HQ/FEMA Training Facility work location:

FEMA Headquarters 500 C St. SW Washington DC 20472

The Contractor shall also be required to perform work at various FEMA training delivery locations throughout the United States to include:

National Emergency Training Center (NETC)/Emergency Management Institute (EMI)

16825 S. Seton Avenue Emmitsburg, Maryland 21727

FEMA Incident Workforce Academy (FIWA) at the Center for Domestic Preparedness

(CDP)

61 Responder Drive

Anniston, Alabama 36205

Mount Weather Emergency Operations Center (MWEOC) 19844 Blue Ridge Mountain Road Bluemont, Virginia 20135

5. BACKGROUND:

FOD’s broader mission is to ensure the operational readiness of FEMA’s incident workforce and coordinate the federal interagency for recovery to achieve timely, effective and integrated field operations that support the Whole Community across all mission areas.

Within FOD, the FQS Branch established and maintains FEMA’s qualification system. The FQS Branch manages the development of all Incident Workforce training, including Incident Support training administered through the NRCC (National Response Coordination Center). The goal of the FQS Branch is to ensure all of FEMA’s Incident Workforce personnel have the required experience, training and demonstrated performance to serve in an IM position. The main functions of the FQS Branch are to:

1) Ensure the Incident Workforce is well trained, educated, and experienced to support disaster survivors and first responders;

2) Administer the FQS;

3) Coordinate training development requirements for the Incident Workforce in coordination with the cadres, and;

4) Lead initiatives related to expeditionary training efforts.

FQS was created as direct result of the Post-Katrina Emergency Management Reform Act (PKEMRA) to credential DHS/FEMA personnel and assets likely to be used to respond to major disasters. FQS is used as a standard for ensuring the incident workforce gets and maintains qualification (this consists of PTB completion, required training completion, and prerequisite FQS job experience in the form of prior job titles held). Prior to this contract requirement to develop curriculum, FQS completed a thorough review of all Incident Management PTBs to streamline tasks and ensure that each task was specific, measurable, attainable, relevant, and time-based (SMART). Once this was completed, FQS pivoted to aligning current course materials (Enabling Learning Objectives and Terminal Learning Objectives) to PTB tasks. An initial effort was made to align PTBs to existing course content through a gap analysis or “mapping.” The result of this mapping was a gap analysis (percentage of alignment per position) that will help guide the revision and development across 250 courses over the course of five (5) years (est. 50 courses/year average).

Currently, all course content is housed within the FIWA Branch in Anniston, AL and is entirely unaligned with existing PTB tasks. WDD’s/FQS’ ultimate goal is to align all existing and future PTBs to all existing and future course content, effectively ensuring that what is being executed in the field is being trained to in the classroom (or taught by experiential learning outside of the classroom).

In addition to developing training for Incident Management positions, FQS encompasses and is responsible for developing and standardizing training for Incident Support (IS) positions, which reside within the National Response Coordination Centers (NRCC) and Regional Response Coordination Centers (RRCC). All current course content for IS positions is unaligned and PTBs are in various states of completion or development.

The NRCC is a multi-agency Center that provides overall Federal response coordination for Incidents of National Significance and emergency management program implementation. DHS EP&R (FEMA) maintains the NRCC as a functional component of the Department of Homeland Security (DHS) Operations Center (HSOC) in support of incident management operations. The main function of the NRCC Branch include:

1) Ensure the IS Cadre is trained and ready to respond in the event of an emergency in the United States or its territories;

2) Monitor potential or developing Incidents of national significance, deploys national-level entities such as the National Disaster Medical Systems (NDMS), Urban Search and Rescue Task Forces, Mobile Emergency Response Support (MERS) Detachments, and support the efforts of the regional and field components; and

3) Determine allocation of resources for disaster response and recovery activities occurring in multiple State or multiple regions (Stafford Act declarations only) and monitor resource allocations for non-Stafford Incidents of National Significance

6. SCOPE:

This contract requirement is intended to be awarded to vendors as an 8(a) set aside Indefinite Delivery/Indefinite Quantity (IDIQ) multiple-vendor award to develop and align all curriculum content to PTBs by 2026. The IDIQ contract will be Firm-Fixed Price. Additional curriculum requirements (e.g., new positions, additional positions, etc.) may be added as separate Task Orders to this IDIQ in order to preserve and maintain standardization and consistency with the development process within WDD/FQS.

Five basic tasks encompass this effort: Training Needs Assessments, Curriculum Plans, Course Materials, Pilot Delivery Support, and Project Management for each FQS position. These are detailed in this Statement of Objectives (SOO).

7. TASKS:

FEMA, ORR, FOD, WDD requires contractor support services with previous DHS experience to update, develop training courses, materials and exercises for all FQS Incident Workforce individuals and ensure they align with the tasks located in the PTBs. Currently, existing FQS courses do not correlate to Position Task Books (PTB), which serve as FEMA’s primary on-the-job training tool for the incident workforce. FEMA aims to fully align PTBs to course content and develop courses in a modular fashion that shall allow material to be used across positions and cadres, further integrating training across position tiers and supervisory levels in the field.

The contractor shall support instructional systems design for course development, learning interventions (e.g., exercise design1, development, and analysis), and evaluation strategies to fulfill the academic requirements for all FQS Incident Workforce Titled individuals as outlined in Position Task Books (PTBs). In this capacity, the contractor shall provide products and services to assist with:

Overall Total Scope of Courses Needed for Five-Year Project Lifecycle:

1) The alignment of current FQS training curriculum, which consists of 310 required Incident Management (IM) courses and four Incident Support (IS) courses, including both in-classroom and independent study online-based courses. FQS aims to provide updated/aligned training to 247 FQS IM positions, 171 IS positions, and an additional 43 newly-created IM positions. All PTBs have undergone review and analysis with final revisions. All PTB tasks are mapped to existing FQS course objectives, meaning that a percentage has been assigned to each position of what amount of existing course material (Enabling Learning Objectives and Terminal Learning Objectives) aligns/correlates to the updated PTB tasks associated with the position. To the extent possible and in anticipation of FEMA mission needs, the contractor shall ensure that courses developed can be easily transferrable to an online or e-learning environment. For all curriculum development produced under this contract, existing FQS-approved templates must be used, unless a template does not exist. Any updates to templates must be approved by the Project Manager.

Training Needs Assessments (See Appendixes A and B):

2) Training Needs Assessments (TNA) for each FEMA IM or IS cadre. TNAs identify capability gaps that can be remedied through the development of new training programs and curricula. TNAs identify the gaps between the knowledge, skills, and abilities or competencies employees have and those needed to do their work effectively. TNAs will address three levels: organizational assessment, occupational assessment, and individual assessment. TNAs should include the following at a minimum:

i. Government will provide; validation of existing TNA content, including:

1. List of each position

2. Current PTB for each position;

1 Exercise design and development will likely include review, evaluation, and preparation of detailed written exercise documentation like Master Sequence of Events List (MSEL), exercise objectives and injects, exercise evaluation guides, task organization templates, communication plans, role player characters and scripts, and others in accordance with Homeland Security Exercise and Evaluation Program (HSEEP) standards. Examples of each are available upon request. Exercises do not necessarily have to adhere to HSEEP guidelines under every circumstance, but should be developed with the HSEEP standard as parameters.

3. PTB Task overlap between other cadre IM positions (as needed);

4. Gap analysis information for each position (methodology included aligning ELOs and TLOs to PTB tasks, resulting in a percentage “mapped” for each position)

5. Current PTB Completion (%) for each cadre member

6. Current training completion for each cadre member

7. Proficiency status of each cadre member

8. Identification of Training Goals

9. Current Development Process Observations and Recommendations

ii. Contractor will provide:

1. Review of Current Materials (e.g., course complete and ready to deliver or incomplete)

a. Full review of existing course materials

b. Individual or group interview with cadre, NRCC, or other identified SMEs to determine current state of materials and ensure alignment with identified goals (e.g., Emails, virtual/in-person interviews, or short surveys)

c. As needed, provide information regarding the current state of materials to FQS for inclusion in the TNA

Scope of Course Revision and Development for 250 Courses 2Required per this SOW:

3) Course revision and development for all existing FQS training related to the Incident Workforce which includes Incident Support (IS) and Incident Management (IM) positions.

The FQS Training Development initiative includes the IM Series course development and revision. For courses that are not cadre-specific, the contractor shall rely on FQS program management staff (and consultation/coordination with NRCC staff, cadre SMEs, and other SMEs as identified by WDD) for a plan of action. To scale this current effort, 50 courses/positions per year have been identified using a prioritization methodology, allowing for cross-position development not to exceed 250 courses. Each position, position’s current required training, tier, course code, and course length are provided in Appendix A (TBD).

2See Appendix A: Position Priority List. The FQS Program may administer a one-for-one replacement of a listed position to an unlisted position as long as the listed position has not yet begun development and the request is made at least 90 days prior to the end of the Period of Performance. A one-for-one replacement may be required by FEMA due to title changes, force structure changes, or other agency priority changes.

4) Course development for all newly created FQS positions, as a result of FEMA’s Incident Management Workforce Review (IMWR); New development will rely heavily on new PTB tasks and close coordination with cadres, SMEs, and FQS program staff. The process for identifying gaps between newly created PTBs and existing training materials that will be required of new positions will differ from pre-existing positions in DTS. Contrary to the previous approach of analyzing each task by each TLO/ELO, gaps will be organized by critical and new mission areas that are not currently covered in existing trainings. A new methodology and approach will be developed to identify training gaps in the new PTBs and existing FQS trainings. New positions will require the same outputs to Sections F and G below, with variations based on available information and training needs analysis results.

To scale this effort, five (out of 43) new Incident Management positions have been identified based on positions that are furthest along in their PTB development and are the focus of this contract. Each position and tier are provided in Appendix B (TBD).

5) Holistic curriculum plans for FQS courses. Curriculum plans shall ensure all tasks and skills outlined in the applicable Position Task Books (PTB) are included as content for each course. Each individual curriculum plan shall be developed to address the training needs of the position(s), but also a data visualization (e.g., process map) describing how and where that position falls within lines of progression in the cadre and the overall agency.

FQS Program Staff, in close coordination with The Contractor, will determine training needs for each FQS position, and related positions as necessary, and FQS staff will validate.

All curriculum plans shall be created and revised by contractor and shall be used to drive course development outlined in Section C of this document. Curriculum plans should include the following at a minimum:

i. Terminal learning objectives for courses

ii. Enabling learning objectives for each module and topic area

1. ELOs must be grouped into logical categories with similar topics

iii. Changes, additions, and/or deletions required to update the course, per the gap analysis and training needs assessment (these must be reviewed by cadre SMEs and course managers for concurrence and awareness)

iv. Tradeoff analysis depicting the quantitative (e.g., cost) and qualitative (e.g., return on expectation) effect of implementing alternative or new methodologies for training delivery (e.g., exercise or capstone-based)

v. Justification for and recommended action plan for different modalities of training for each position and course, including synchronous and asynchronous, enhanced independent study, and online learning options (as well as smartphone-supported platforms) to complement traditional classroom lecture-based training.

vi. Planned evaluation methods (e.g., Kirkpatrick’s, Phillips, and Bersin)

vii. Planned activities (classroom exercises or other learning engagements)

Suite of Course Materials for 250 Courses:

6) Development of individual courses. Courses shall be completed as outlined in the curriculum plan (see Section F of this document). Trainings shall be instructor-led or online/webinar-based. Courses shall be developed with a focus on maximizing effectiveness across a geographically diverse workforce, leveraging virtual environments, and developing courses in a modular fashion that shall allow material to be used across positions and cadres. Final Draft materials must be reviewed by FQS, FIWA, and the affected cadre for a period of no less than ten (10) business days before piloting, unless otherwise approved in advance by WDD. During this time, FIWA staff will conduct a course review process including assessing the Plan of Instruction (POI), comparing the POI to the Instructor Guide, and collaborating to generate a course review synopsis. All course content must be created considering the limitations, constraints, and capabilities of FEMA’s training offices. All course content shall include the following components:

i. Planned resources needed (personnel, materials, and equipment)

ii. Course maps (an Excel file that correlates the course and all objectives to FEMA core capabilities and mission areas)

iii. Terminal objectives for each stand-alone section of content

iv. Enabling objectives for each module and each topic of content; Objectives must be aligned to PTB tasks

v. Background knowledge/Subject Matter Expertise (SME) needed and position introduction (e.g., what knowledge should all personnel across the same position possess at the beginning and end of a course, how does the position relate to its role within the cadre and external to the cadre, etc.)

vi. References to support knowledge and content

vii. Specific resources needed for each module, including, but not limited to:

1. Student practice activities and guides - all activities planned and described in detail

2. Relevant case studies

viii. Pre and post module assessments demonstrating acquired knowledge

ix. Instructional methods for each module

x. Instructor requirements for each course and module

xi. Preparation methods and materials

xii. Pre-requisites and co-requisites

xiii. Course Agenda

xiv. PowerPoint for each module with instructor notes and guides

xv. Comprehensive instructor guide (IG) including all Plan of Instruction (POI) and lesson maps

xvi. FQS Coach and Evaluator endorsement strategy for integrating the opportunity for PTB task endorsements in trainings (e.g., Practice this task 10 times and receive an endorsement after successful demonstration)

xvii. Course syllabus, including3:

1. Modality (virtual or in-person); proposed trainings using virtual modalities must be outlined, detailed, and fully planned even if a new LCMS/LMS has not yet been identified by FEMA

2. Training delivery physical location, if in-person

3. Approved course abstract

4. Purpose statement and scope of course

5. Instructional goals and terminal objectives

6. Competency Standards (what acceptable task completion looks like in practice)

7. Identification of target audience

8. Course prerequisites

9. Resource requirements (including a breakdown of all required expendable and non-expendable equipment requirements, estimated cost of items, recommended equipment specifications, and any other anticipated other direct costs)

10. Time allocated

11. Testing (including design and development of the test to administer) and evaluation strategy

12. Instructional modules containing subject, summary, enabling objectives, competency standards, duration, method of instruction, instructional resources, evaluation strategies, and established links to all approved Government standards/documents

3 The timelines for syllabus development, review, revision, and approval are the same as those established for the course abstract.

xviii. Criteria for task qualification and endorsement guide for C&E

xix. Standardized FEMA Lifelines and FEMA Core Values training included and imbedded in all courses

Training Pilot Delivery Support for 250 Courses:

7) Training Delivery Support to include:

i. Support for up to two “pilot” course deliveries for each newly developed/revised course per the requirements in Section F. under Scope;

1. Overarching Pilot Support: The contractor will support the pilot(s) by doing the following: host daily AARs and daily hot washes with instructors, observe classroom activities, ensure outcomes were achieved, notate a summary of concerns and findings, fix graphics and language content, and ensure audio/video links work.

2. Pilot 1 Delivery: The government will schedule and conduct the first pilot within 30 days of receipt of the deliverable of the course materials. The contractor must support the delivery by sending staff to the delivery location, documenting feedback, and making edits after the adjudication by SMEs and training delivery experts. The contractor will have 15 days to make any and all revisions and submit the revised course material.

3. Pilot 2 Delivery: The government will schedule and conduct the second pilot within 30 days of receipt of the revised course material from Pilot 1. The contractor must support the delivery by sending staff to the delivery location, documenting feedback, and making edits after the adjudication by SMEs and training delivery experts. The contractor will have 15 days to make any and all revisions and submit the revised course material. This will be considered the “final” deliverable.

ii. Coordination with the cadre for pilot concurrence and awareness, and compliance with FIWA training calendar POCs to ensure that enough time is given (30 days) before conducting each course pilot(s);

iii. Rescheduling for pilot delays;

1. In the case of a delay for any reason, pilot(s) will be postponed and rescheduled later in coordination with FIWA/WDD. If the course delay persists, the course pilot will be skipped and priority will be given to the next course available for piloting, unless the delay affects all course deliveries. In that case, priority will shift to development of course materials for incomplete positions listed in this

SOW.

Project Management, Standards, and Course Evaluations for 250 Courses:

8) Project management support to include management of the plan of action and milestones (POAM) for curriculum plan implementation (includes proposed piloting and planned course delivery schedule). This also includes change management plan management, schedule and scope management, and calculating staff burn rates and overall project budget.

9) Provide consultant services to WDD staff on the development of training needs analyses on the existing training resources and needs to ensure achievement of FQS goals and alignment with PTBs. This includes, but is not limited to, supporting WDD in the establishment of curriculum and course standards and advising WDD on best practices from the ISD community.

10) Utilize industry best practices and instructional systems design expertise to develop contemporary and effective training solutions for FQS positions (e.g., proven industry methodology and strategy like the ADDIE or SAM model for curriculum development.

11) Utilize industry standard practices to design, develop and maintain up-to-date, user friendly training courses and materials that align with the PTBs, improve the learning experience, and maximize knowledge retention.

12) Utilize one to three innovative, interactive and proven training techniques per course (e.g., techniques that have not previously been used at FEMA like downloadable, PTB-centric video simulations related to disaster work) for FEMA review, feedback and approval.

13) Provide course evaluation of all FQS courses developed through this statement of work (examining Kirkpatrick’s Level 1, 2, 3, and 4 and other methodologies, resulting in qualified personnel in the field)

14) Utilize objective evaluation guides or rubrics to evaluate student mastery of the training course knowledge/skill objectives.

15) Develop and implement innovative solutions to obtain student satisfaction and utilize customer feedback/lessons learned to revise and enhance the training solutions and experience.

Optional Enhancement Tasks

Below are optional efforts that the vendor may choose to complete over the five-year life of this contract. The vendor shall include in their initial proposal a brief description of their solution with a price for each CLIN. Either the Government or the vendor can initiate a conversation about beginning the effort. The effort includes the below Optional tasks:

Optional Task 1: Course revision for all existing FQS courses to include:

1) Reformatting of all curriculum documentation

2) Compliance with newly-created curriculum standards

3) Document Management standards

4) Document Storage standards

5) Guides/Training for FQS staff

6) Briefings/Presentations

Optional Task 2: Course revision and development for non-FQS courses, or FQS courses for Ancillary Support, Mission Essential, or other positions not specifically listed, to include:

1) Development and maintenance of Training Needs Assessments, Curriculum Plans, Suite of Course Materials, Training Delivery Support, content storage, and delivery for FEMA Mandatory courses, courses not specifically listed, or other non-FQS courses required by

FEMA.

8. APPLICABLE DOCUMENTS AND EMERGENCY MANAGEMENT COURSES:

1. Robert T. Stafford Disaster Relief and Emergency Assistance Act

2. Code of Federal Regulations (CFR) 44, Emergency Management and Assistance

3. Homeland Security Act, PL 107-296, 2002

4. Homeland Security Presidential Directive 5 (HSPD 5)

5. Post-Katrina Emergency Management Reform Act of 2006

6. National Response Framework (NRF)

7. National Incident Management System (NIMS)

8. Presidential Policy Directive 8 (PPD8)

9. FEMA National Incident Management and Support Keystone, January 2011

10. FEMA National Incident Support Manual, version 2, January 2013

11. FEMA Regional Incident Support Manual, January 2013

12. FEMA Directive 010-7, National Incident Management Assistance Team Pilot Policy

13. Sandy Recovery Improvement Act (SRIA), 2013

14. Federal Emergency Management Agency Publication 1

15. FEMA Qualification System (FQS) Guide

16. FQS Evaluation and Qualification Review Board Guide

17. FQS Incident Workforce Position Task Books, Position Qualification Sheets, Progression

Flow Charts for all FQS Incident Workforce positions

18. FOD Directive FD 010-5: Incident Workforce Training

19. All existing training courses, materials and exercises for all FQS Incident Workforce individuals

20. FEMA’s official 2018-2022 Strategic Plan

21. Functions of Incident Workforce Cadres & Position Descriptions

22. Position Task Book (PTB)

23. FEMA: 508 and Technical Standards

24. GSA: Government-wide IT Accessibility Program

25. Incident Management Assistance Team Training Manual, February 2017

26. IS-33.18: FEMA Initial Ethics Orientation 2018

27. IS-100. C: Introduction to the Incident Command System (ICS)

28. IS-120.C: Introduction to Exercises

29. IS-130.A: How to be an Exercise Evaluator https://www.fema.gov/strategic-plan/ https://www.fema.gov/media-library-data/1422302474390-dca76db8a6c2f618ec8f6f9bb40473bf/The_Functions_of_Cadres_final_20150126.pdf https://www.fema.gov/media-library-data/20130726-1835-25045-5135/ptbs_all_cadres2.pdf https://training.fema.gov/devres/508.aspx https://section508.gov/ https://training.fema.gov/is/courseoverview.aspx?code=IS-33.18 https://training.fema.gov/is/courseoverview.aspx?code=IS-100.c https://training.fema.gov/is/courseoverview.aspx?code=IS-120.c https://training.fema.gov/is/courseoverview.aspx?code=IS-130.a

30. IS-139.A: Exercise Design and Development

31. IS-235.C: Emergency Planning

32. IS-700.B: An Introduction to the National Incident Management System

33. IS-800: National Response Framework, an Introduction

34. IS-2000: National Preparedness Goal and System Overview

9. PERFORMANCE OBJECTIVES:

1. Utilize industry best practices and instructional systems design expertise to develop contemporary and effective training solutions.

2. Perform gap analyses on the existing training resources and needs to ensure achievement of FQS goals and alignment with PTBs, as well provide support in updating PTB to task mapping as required.

3. Utilize commercial practices to design, develop and maintain up-to-date, user friendly training courses and materials that align with the PTBs, improve the learning experience and maximize knowledge retention.

a. Develop training courses through multiple mediums, such as, webinars, tutorials, videos, visuals and instructor-led training materials that can be specially-tailored to the audience.

b. Design training courses and classes to include blended and interactive training methods (i.e., video, lecture, small group activities, case studies, brainstorming, with interactive student material) to increase student interaction.

c. Develop Core Capabilities Course Maps for training course review and approval that align with and are formatted in accordance with the EMI Core Capabilities Course Map template provided as specified at http://training.fema.gov/DevRes/.

d. Utilize innovative, interactive and efficient techniques to pilot and test developed courses for FEMA review, feedback and approval.

4. Coordinate logistics, planning and communications with stakeholders to execute schedules and enable timely training course delivery.

5. Develop and implement innovative strategies to evaluate the effectiveness and adequacy of training solutions through knowledge and skill assessments and examinations.

a. Develop and implement pre- and post-training course assessment strategies to determine the amount of student learning and knowledge gained as a result of training.

b. Utilize objective evaluation guides or rubrics to evaluate student mastery of the training course knowledge/skill objectives.

https://training.fema.gov/is/courseoverview.aspx?code=IS-139.a https://training.fema.gov/is/courseoverview.aspx?code=IS-235.c https://training.fema.gov/is/courseoverview.aspx?code=IS-700.b https://training.fema.gov/is/courseoverview.aspx?code=IS-800.c https://training.fema.gov/is/courseoverview.aspx?code=IS-2000 http://training.fema.gov/DevRes/

6. Develop and implement innovative solutions to obtain customer satisfaction and utilize customer feedback/lessons learned to revise and enhance the training solutions and experience.

7. Achieve effective project management through providing accurate and timely schedule and performance information throughout the life cycle of the FQS training support efforts.

a. Employ program management tools to support workflow progress tracking and performance assessments.

b. Improve project management effectiveness through knowledge management, continuous improvement strategies, and innovative technical and business practices.

10. DELIVERABLES AND DELIVERY SCHEDULE:

Deliverable Description Frequency Due Date

Kickoff meeting

Attend a kickoff meeting hosted by the Government. The purpose of the meeting shall be to ensure a common understanding of program priorities, milestones, deliverables, and IDIQ/order requirements. The kickoff meeting shall be coordinated by the COR.

Once Within seven

(7) calendar days from IDIQ award date.

Kick-Off Meeting Minutes

A written report of the kickoff meeting minutes.

Once Within two

(2) calendar days from Kickoff Meeting

Weekly Project Update Meetings

Provide Contract Officer’s Representative (COR) or Alternate designee (ACOR) updates of project related delays/impacts throughout duration of period of performance.

Weekly Established during Kick-off Meeting/ throughout Period of Performance

Program Management Plan

The Program Management Plan shall document the Contractor’s management methodology to include team organization, key personnel, roles and responsibilities, subcontractor roles and responsibilities, program schedule with

Once Within 30 calendar days after award.

a baseline identifying key milestones and deliverables.

Change Management Plan

The Change Management Plan shall document the action plan for any major curriculum development process and/or deliverable changes and the approval process for any significant shifts to the current methodology and/or deliverables.

Once Within 30 calendar days after award.

Risk Management Plan

The Risk Management includes all the processes involved in risk identification, regulation, and mitigation on the project. The plan will increase the likelihood of positive risks (opportunities) and decrease the likelihood of negative risks (threats).

The main outputs include the following:

1) Methodology

2) Roles and responsibilities

3) Budgeting

4) Timing

5) Risk Categories

6) Definition of Probability and Impact

7) Stakeholder Tolerances

8) Reporting Formats

9) Tracking

Once Within 30 calendar days after award.

Quality Control Plan

(QCP)

Establish a plan for internal quality control, inspection and feedback process for all services required under the IDIQ.

Provide the means to identify deficiencies in services and procedures to correct deficiencies and prevent recurrence.

The QCP shall include, but not be limited to, methods to track timeliness

Once Within 30 calendar days after award.

and performance with respect to established standards for responsiveness and quality of service and methods to measure the effectiveness of the Contractor's quality control actions.

Monthly Status Reports

Monthly report that summarizes all Contractor work performed under orders. The monthly report shall include an assessment of technical progress, schedule status, any travel conducted, and any Contractor concerns or recommendations from the previous month’s period.

Additional report requirements may be specified in each order.

The report shall include all incidents or services (identified either by the Contractor or the Government) which were considered to be non-conforming and the corrective action taken to correct performance to meet requirements.

Monthly 10th calendar day of the month or the next business day when the 10th calendar day falls on a weekend or Federal holiday.

**Communic ation Plan

**See Quality of Deliverables

– Leadership Direction Alignment from the Quality Assurance Surveillance Plan (QASP)

Communications Plan outlining the methods and processes for communicating with stakeholders;

One Final Communications Plan is needed to describe strategy for communicating curriculum development standards and processes

Contractor must submit one 50% draft and one Final Draft of the Communicatio ns Plan

Within 30 calendar days after award.

**Curriculum Plans

One Curriculum Plan per FQS course to consist of each of the following:

One Final Curriculum

IAW

accepted

Deliverables

– Leadership Direction Alignment from the Quality Assurance Surveillance Plan (QASP)

1) Terminal learning objectives for courses

2) Enabling learning objectives for each module and topic area

3) ELOs must be grouped into logical categories with similar topics

4) Changes, additions, and/or deletions required to update the course, per the gap analysis and training needs assessment (these must be reviewed by cadre SMEs and course managers for concurrence and awareness)

5) Tradeoff analysis depicting the quantitative (e.g., cost) and qualitative (e.g., return on expectation) effect of implementing alternative or new methodologies for training delivery (e.g., exercise or capstone-based)

6) Justification for and recommended action plan for different modalities of training for each position and course, including synchronous and asynchronous, enhanced independent study, and online learning options (as well as smartphone-supported platforms) to complement traditional classroom lecture-based training.

7) Planned evaluation methods (e.g., Kirkpatrick’s, Phillips, and Bersin)

8) Planned activities (classroom exercises or other learning engagements)

Final Curriculum Plan shall be approved by stakeholders and accepted by COR

Plan per FQS Course / Prior to course revision/develo pment (Contractor must submit one 50% draft, and one 100% “Final” Draft of each plan in accordance with project schedule) project schedule

**FQS

Courses

FQS courses consist of each of the following:

Contractor must submit, IAW accepted

1) All course content shall include the following components:

i. Planned resources needed (personnel, materials, and equipment)

ii. Course maps (an Excel file that correlates the course and all objectives to FEMA core capabilities and mission areas)

iii. Terminal objectives for each stand-alone section of content

iv. Enabling objectives for each module and each topic of content; Objectives must be aligned to PTB tasks

v. Background knowledge/Subject Matter Expertise (SME) needed and position introduction

vi. References to support knowledge and content

vii. Specific resources needed for each module, including, but not limited to:

1. Student practice activities and guides - all activities planned and described in detail

2. Relevant case studies

viii. Pre and post module assessments demonstrating acquired knowledge one 50% draft, and one Final Draft of each Suite/Bundle of course documents;

Final Draft materials must be reviewed by FQS, FIWA, and the affected cadre for a period of no less than ten (10) business days before piloting, unless otherwise approved in advance by

WDD.

project schedule

Deliverables

– Leadership Direction Alignment from the Quality Assurance Surveillance Plan (QASP)

ix. Instructional methods for each module

x. Instructor requirements for each course and module

xi. Preparation methods and materials

xii. Pre-requisites and co-requisites

xiii. Course Agenda

xiv. PowerPoint for each module with instructor notes and guides

xv. Comprehensive instructor guide (IG) including all Plan of Instruction (POI) and lesson maps

xvi. FQS Coach and Evaluator endorsement strategy for integrating the opportunity for PTB task endorsements in trainings (e.g., Practice this task 10 times and receive an endorsement after successful demonstration)

xvii. Course syllabus, including4:

1. Modality (virtual or in-person); proposed trainings using virtual modalities must be outlined, detailed, and

4 The timelines for syllabus development, review, revision, and approval are the same as those established for the course abstract.

fully planned even if a new LCMS/LMS has not yet been identified by

FEMA

2. Training delivery physical location, if in-person

3. Approved course abstract

4. Purpose statement and scope of course

5. Instructional goals and terminal objectives

6. Competency Standards (what acceptable task completion looks like in practice)

7. Identification of target audience

8. Course prerequisites

9. Resource requirements (including a breakdown of all required expendable and non-expendable equipment requirements, estimated cost of items, recommended equipment specifications, and any other anticipated other direct costs)

10. Time allocated

11. Testing and evaluation strategy

12. Instructional modules containing subject, summary, enabling objectives, competency standards, duration, method of instruction, instructional resources, evaluation strategies, and established links to all approved Government standards/documents

xviii. Criteria for task qualification and endorsement guide for C&E

xix. Standardized FEMA Lifelines and FEMA Core Values training included and imbedded in all courses

Final FQS course(s) shall be approved by stakeholders and accepted by COR

Training Delivery Support

Deliverables

– Leadership Direction Alignment from the Quality Assurance Surveillance Plan (QASP)

Training Delivery Support to include:

1) Support for up to two “pilot” course deliveries for each newly developed/revised course per the requirements in Section F. under Scope;

2) Overarching Pilot Support: The contractor will support the pilot(s) by doing the following: host daily AARs and daily hot washes with instructors, observe classroom activities, ensure outcomes were achieved, notate a summary of concerns and findings, fix graphics and language content, and ensure audio/video links work.

3) Pilot 1 Delivery: The government will schedule and conduct the first pilot within 30 days of receipt of the deliverable of the course materials.

The contractor must support the delivery by sending staff to the

Two pilot deliveries per FQS course

IAW

accepted project schedule delivery location, documenting feedback, and making edits after the adjudication by SMEs and training delivery experts. The contractor will have 15 days to submit the revised course material.

4) Pilot 2 Delivery: The government will schedule and conduct the second pilot within 30 days of receipt of the revised course material from Pilot 1. The contractor must support the delivery by sending staff to the delivery location, documenting feedback, and making edits after the adjudication by SMEs and training delivery experts. The contractor will have 15 days to submit the revised course material.

This will be considered the “final” deliverable.

5) Coordination with the cadre for pilot concurrence and awareness, and compliance with FIWA training calendar POCs to ensure that enough time is given (30 days) before conducting each course pilot(s);

6) Rescheduling for pilot delays;

a. In the case of a delay for any reason, pilot(s) will be postponed and rescheduled later in coordination with FIWA/WDD. If the course delay persists, the course pilot will be skipped and priority will be given to the next course available for piloting, unless the delay affects all course deliveries.

In that case, priority will shift to development of course materials for incomplete positions listed in this SOW.

As specified in each order, the contractor shall provide all required course materials and brochures to the COR in prescribed formats in electronic form in FEMA’s LCMS in accordance with the deliverable schedule to include a Section 508 report for the classroom-based course deliverable. The final deliverable shall not be considered final until after an internal Section 508 review.

Any/all electronic and information technology (EIT) procured through this effort must meet the applicable accessibility standards at 36 CFR 1194. 36 CFR 1194 implements Section 508 of the Rehabilitation Act of 1973, as amended, and is viewable at: http://www.section508.gov.

Unless otherwise specified, the Contractor must be able to provide written documents in electronic (i.e., source and pdf formats) and hard copy formats. Electronic copies provided must be compatible with Microsoft Project, Word, Excel, Access, PowerPoint, or other Microsoft Office 2010 software applications. The Contractor must be able to accept and send document files electronically.

For deliverables, the Contractor shall ensure that all reports are written in clear, concise English without typographical or grammatical errors. The Contractor shall meet all of the report writing guidelines in the United States Government Printing Office Style Manual, which is viewable at:

http://www.gpoaccess.gov/stylemanual/browse.html

All information relating to the items to be delivered or services to be performed under this contract may not be disclosed by any means without prior approval of the Contract Officer. Dissemination of public disclosures includes, but is not limited to: permitting access of such information by foreign national or by any other person, entity, and publication of technical or scientific papers, advertising, or any other proposed public release. The contractor shall provide adequate physical protection to such information so as to preclude access by any person or entity not authorized such access by the Government.

11. GOVERNMENT-FURNISHED EQUIPMENT AND INFORMATION:

Contractor personnel shall be provided with FEMA issued laptops for official government business use only. Network access and internet connectivity shall be provided to the contractor. The Government may provide hardware and/or software during the period of performance to the contractor to complete assigned tasks.

The contractor shall provide all workspace, equipment, software, office supplies, meeting space, and related services necessary to perform work at the Contractor’s facility.

FEMA shall provide the contractor with access to all existing training courses, materials and exercises for the entire Incident Workforce.

12. KEY PERSONNEL:

The Contractor shall provide a Project Manager who shall be responsible for all Contractor work performed. The Project Manager shall be a single point of contact for the CO and the COR. The name of the Project Manager, and the name(s) of any alternate(s) who shall act for the Contractor in the absence of the Project Manager, shall be provided to the Government as part of the Contractor's proposal. The Project Manager is further designated as Key by the Government.

During any absence of the Project Manager, only one alternate shall have full authority to act for the Contractor on all matters relating to work performed under this contract. The Project Manager and all designated alternates shall be able to read, write, speak and understand English.

Additionally, the Contractor shall not replace the Project Manager without prior approval from the CO.

The Project Manager shall be available to the COR via telephone between the hours of 8:00 AM and 4:00 PM Eastern Time (ET), Monday through Friday, and shall respond to a request for discussion or resolution of technical problems within three (3) hours of notification.

The key personnel specified in this contract are essential to work performance. At least 30 calendar days prior to diverting any of the specified individuals to other programs or contracts (or as soon as possible, if an individual must be replaced, for example, as a result of leaving the employment of the Contractor), the Contractor shall notify the CO and shall submit a comprehensive justification for the diversion or replacement request (including proposed substitutions and resumes for key personnel) to permit evaluation by the Government of the impact on performance under this contract. The Contractor shall not divert or otherwise replace any key personnel without the written consent of the CO and the Program Management Office (PMO). Key personnel replacements are subject to approval of the CO and PMO. Note: The Government may designate additional Contractor personnel as Key at the time of award and at issuance of subsequent orders.

Labor Category: Project Manager

Qualifications: Bachelor’s Degree or higher and/or greater than five (5) years of experience.

Description: The Project Manager shall be responsible for the overall management of the contract insuring that the technical solutions and schedules are implemented in a timely manner.

The Contractor shall provide a Psychometrician—A professional who practices the science of measurement, or psychometrics. Psychometricians measure the validity, reliability, and fairness of an exam program, and are an integral part in the process of creating valid and reliable tests/assessments. They work with the ISDs ensuring proper assessment format, number of questions, and the levels of difficulty of the questions. They set the time allotted to take the test/assessment and make decisions about scoring, such as how many points to assign each question. They work with the cadre SMEs to identify what a test taker/participant should know to be competent in a particular FQS IM position, and ensure the test/assessment questions align to the enabling learning objectives.

Labor Category: Subject Matter Expert

Qualifications: Master’s Degree or higher and/or greater than eight (8) years of experience.

The Contractor shall provide an Instructional Systems Designer—an individual responsible for design and development of an education course. The ISD shall have experience and be responsible for the course development, up to and including final production online or as in-person course.