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CDP Industry Day Questions and Answers.pdf

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CDP Industry Day Questions and Answers
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Contract Opportunity
Date Originally Posted
Aug. 11, 2008, 9:21 a.m.
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.pdf
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0.27MB
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‘FEMA Center for Domestic Preparedness Questions and Answers” ‘Industry Day. 7 . Training and Support Services Question Answer Are there any spikes in delivery and or development? Do you look for development early or later in the year? If you are splitting this up between four contractors, what is your philosophy of that? Due to the volume of the changes and the fact that it will be a firm-fixed price contract, will there be an over and above CLIN for these unexpected, continuously un-forecasted production requirements? What type of contract do you contemplate, a cost type or fixed price or task type? You mentioned you might have a requirement to make changes to course curriculum. How a change in production would be handled under the contract, i.e. wholesale change, possibly a 20% change to manuals? Rick: Development and delivery cycles are usually known each year and ahead of time. Resident delivery training numbers are known or we can look at historical information; the mobile training delivery numbers are more difficult to forecast since those courses are based on a pull-process from the needs of jurisdictions across the US and territories. Lynn: We looked at the four functional areas to determine which functions were the core functions of the training contractor. We felt the materials production, evaluations and training support services were not core functions of the training contractor. And, these three areas may also provide for small business opportunities. We envision structuring the solicitation, and therefore the contract, to CLIN each of the course material costs and then sub-CLIN changes. Lynn: For the production part of this requirement we are anticipating a fixed price contract. We are possibly going to do a firm fixed price IDIQ if we can determine whether industry can give us a fixed price for the different types of publications the program office will need. But we do not anticipate using a cost contract for production. Rick: If it’s a wholesale change, or a large change, we would look at how we have things scheduled and when the old would stop and when the new would be effective. Initially we may incorporate (insert) supplemental changes to printed materials until we could incorporate and reprint the manuals. We would just have to address this with the students to make them aware of the change and disregard one thing and not another. This is why we don’t do a lot of printing over 45 days. Is there a contingency in the contract for the unexpected requirement to print changes? How do we handle the delivery of information or update materials to the trainers who do not belong to the CDP or those who are a part of the indirect training program? Would you expect the program evaluation team to establish the performance objectives and Level 3 standards or are you looking at establishing a standard and metric for Level 2 or will that be pushed on the design and course development? What’s the lash out between analysis and design particularly as far as metrics go? With the advancement of various satellite systems in space that allow us to transmit data globally; how open or flexible is CDP in terms of advancing curriculums that would not be paper based? What I meant was, There are a lot of advances out there in terms of satellite communications, and I was curious as to whether not we’re taking advantage of it? Q. You mentioned the requirement to pass a written test for evaluation purposes; is there also an evaluation of hands-on training or are all evaluations based on the written exam? Lynn: Yes, limited printing capabilities will be completed at the CDP. Short order printing requests will be handled on a case-by-case basis depending on the critical nature of the change. Rick: When trainers who have attended our ITC courses leave, they receive information and instructions for requesting materials. They do not keep extra materials at the training site. If they are training 50 students, they request enough materials for 50 students. Therefore, any updates will be included at the time of the request to include a new instructor manual. Denis: The evaluation contractor will develop the standards and metrics for the Level 3 instruments. Any new level 2 instruments will be created by the design and development contractor. The validity and reliability of those instruments will be measured by the evaluation contractor. There will be significant cooperation and communication between these two contractors to ensure the effectiveness of the instruction and veracity of the methods and outcomes. Denis/Lisa: A. We would look or consider all suggestions. But remember that so much of our training is hands on. However, we’re looking at a variety of ideas that are Web-based. Lisa: Short answer is that we probably aren’t...yet. There’s some work we have to do. Neal: We have a separate performance based evaluation for hands-on training. CDP courses utilize a combination of cognitive tests and performance-based assessments. You mentioned that HSPD-8 is used in benchmarking as well as in training evaluation; will you also use HSPD-20 and if so are they published? What type of contract do you contemplate for the program evaluation? And, I think I read somewhere this will be a ‘small business set- aside?’ Will there be a site visit to familiarize the contractor with all the facilities? Will there be a transition period? What about mementos? How do you intend the structure of the support services contract...what type of contract? Will support services be a set aside for small business? What is your internal process when you develop curriculum and how long does that take? Will these contracts be solicited all at once? Lisa: Great question. Short answer is yes. Our HQ folks who do doctrine development look at all the HSPDs. The reason we’re most interested in #8 is because it is about national preparedness. HSPD-8 led to the development of the National Preparedness Guidelines and the Target Capabilities List. Our training is mapped to the Target Capabilities List. We do not have specific training requirements at CDP tied to HSPD-20 at present. We may in future, based on guidance from HQ. Lynn: For program evaluation we’re looking at a fixed price "C" contract; and, this could possibly be a candidate for a set-aside. Rick: Yes, we will schedule a site visit. Rick: Yes, but it will be 30 days. Rick: The contractor is allowed to sell memorabilia type things. It can not have the DHS logo on anything. The current contractor makes available different items for sell, and it all has to be approved and without DHS branding. A. [anticipate a firm fixed price contract for student support services with reimbursable line items, such as travel and after hours support and transportation. Lynn: It may be. We are still discussing the size standard. Rick. We have 150 days for a 30-40 hour course. Again, we are looking for solutions that may be different. Lynn: No, I will stagger the solicitations so we have staggered response times for the request for proposals. We’re looking for the production, evaluation and support services will be on the street 30 days after the issuance of the solicitation. Training development and delivery will have a 60 day response time. Is there a 30 day transition period for all four contracts? You stated that the contractor who receives training and development will not be eligible for the evaluation contract. Is there a conflict with student support and production? Lynn: We're going to look at the length of time. After talking today, there seems to be some concern that 30 days isn’t a sufficient amount of time, especially for delivery and development. We are going to see how we can make this a 60 day transition period. Lynn: There is no conflict. The conflict is with the same contractor developing and delivering training; and, also evaluating that training. Therefore, if you have the delivery and development contract you can’t be eligible for the evaluation contract. Like wise if you are awarded the evaluation contract then you would not be eligible for the development and delivery contract. QUESTIONS FROM NOTES ANSWERS FROM NOTES 1. How does Training Materials Productions interface with Development and Delivery Ne pater : ‘i Clear communication of schedule and requirements will be necessary for both 1. What type of contract vehicle do you envision? Fixed-priced for training support services with some cost reimbursable contract line items (CLINS) 2. Who is the incumbent and what is the contract number? SAIC - OJP-2004-C-0004 1. How long is the course development process? One (1) to five (5) months. There are several variables that impact the development timeline; ILT vs. WBT/CBT, length of the course, need, and others. 2. Does the training evaluation contractor evaluate the training at the COBRA Training Facility? Yes, that is our intent. 3. How does the training evaluation contractor evaluate COBRATF training? Through the use of 1. Video 2. Student feedback 3. Contractor assessment tools 4. Does this contractor handle the “agent?” No, a separate contractor handles the “agent.” 5. Must your professional qualifications be included in your proposal and response? Yes. 6. Where is “refresher information" stored for indirect training and how often is it sent out? Active indirect trainers are provided updates when they schedule and request training materials from the CDP. 7. Does CDP provide tactical training? NO. 8. Does student support manage SAVER? Yes, by recruiting students for SAVER. 9. Will the solicitations go out at the same time? No. 10. Will the PWS provide certification requirements? Yes