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Commonwealth of Virginia, Training for Procurement Professionals, RFP: E194-1922

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Think Strategic Consulting, LLC

Think Strategic Consulting LLC

1658 Valley Ave

McLean, VA 22101

Susan Krup Grunin, PhD

Chief Executive Officer

[email protected]

202-412-1916

703-780-8747

202-412-1916

VS0000106495

705943

S318227-8

https://sites.google.com/a/think-sc.com/www/


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Acknowledgement of Amendment 1


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Table of Contents RFP E194-1922 ACCEPTANCE ....................................................................................................................... 1

AMENDMENT 1 ACCEPTANCE ...................................................................................................................... 2

Technical Response TAB 1 ........................................................................................................................ 4

1. Executive Summary and Required Documents ....................................................................................... 5

2. Quality Standards Per Section 1.B entitled “Purpose” ........................................................................... 7

3. NASPO ValuePoint Master Agreement Terms and Conditions ............................................................ 32

4. Executing a Participating Addendum .................................................................................................... 32

5. Attachment D-1 Offeror Profile ............................................................................................................. 33

6. Attachment D-2 Proprietary Information Identification ...................................................................... 34

7. Attachment D-3 Exceptions to RFP Form .............................................................................................. 35

8. Attachment D-4 Vendor Data Sheet ..................................................................................................... 36

9. Attachment D-5 State Corporation Commission Form ......................................................................... 37

10. Attachment D-6 Small Business Subcontracting Plan ......................................................................... 38

Technical Response TAB 2 ...................................................................................................................... 40

Experience and Qualifications ................................................................................................................... 41

1. Our Company ...................................................................................................................................... 41

2. Litigation.............................................................................................................................................. 48

3. Debarment .......................................................................................................................................... 48

4. Technology and Data Security ............................................................................................................. 48


Instruction Methodology – Specific Approach to Providing Services ...................................................... 51

1. List of Courses Offered- Titles and Key Competencies ....................................................................... 51

2. Customization ..................................................................................................................................... 72

3. Course Design ...................................................................................................................................... 76

4. Service Delivery ................................................................................................................................... 78

5. Forms: Samples of Class Evaluation Forms ......................................................................................... 78

6. Learner Assessment ............................................................................................................................ 82


Additional Information ........................................................................................................................... 85

Appendix A Sample Personnel Resumes ............................................................................................ 88


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REQUEST FOR SEALED PROPOSALS #E194-1922

ISSUED: MAY 29, 2015

DUE DATE: JULY 30, 2015

TECHNICAL RESPONSE

TAB 1


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1. Executive Summary and Required Documents

a. Vendor

Think Strategic Consulting, LLC (TSC), a Certified Woman Owned Business incorporated in the State of Virginia, is pleased to provide this proposal for the Commonwealth of Virginia consideration. The following company information is provided as requested.

b. Legal Name and Mailing Address

c. Name, Address, Telephone Number and Email Address of the Person Authorized to Act

on Behalf of TSC.

d. Name, Address, Telephone Number and Email Address of the Person(s) Responsible for

Providing the Mandatory Reports Described in Section XIV entitled “Reporting and

Payment Instructions.”

e. Name, Address, Telephone Number, Email Address and Qualifications of the Person(s)

(Point-of-Contact) Managing the Account and Backup Point-of-Contact.

Qualifications:

Dr. Grunin is the CEO and President of TSC. She is a former Senior Executive Service (SES) with the federal government (DOJ and US Courts) and served as a Federal Law Enforcement officer for over 20 years. As such she has significant experience in executive leadership and management. She has extensive experience in coaching, designing, delivering, and evaluating leadership and executive development programs to improve leadership capabilities, customer satisfaction, organizational and individual performance, and management and technical skills. She is an expert in organization design, development, specializing in the role of Strategic Human Capital (HC) Management. Her coaching focus utilizes the "whole person" concept.

Firm Legal Name Mailing Address

Think Strategic Consulting, LLC 1658 Valley Ave, McLean, VA 22101

Name of Authorized Person Mailing Address Phone Number E-mail Address

CEO: Susan Krup Grunin PhD. 1658 Valley Ave, McLean, VA 22101

202-412-1916 [email protected]

Name of Authorized

Person Mailing Address Phone Number E-mail Address

CEO: Susan Krup Grunin PhD (Back-up)

1658 Valley Ave, McLean, VA 22101


Ms. Lori Barbee, PM (Primary)

1910 Mikes Way, Owings MD 20736


Name of Authorized Person Mailing Address Phone Number E-mail Address

CEO: Susan Krup Grunin PhD (Primary)

1658 Valley Ave, McLean, VA 22101


Ms. Lori Barbee, PM (Back-up)

1910 Mikes Way, Owings MD 20736



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She has frequently been asked by fellow senior executives to assist with their strategic HC and workforce planning, serve as a mentor and coach, and as a facilitator. Her combination of education (PhD. Public Policy Analysis) and experience make her fully qualified to manage this important effort (See Resume Appendix A).

Ms. Lori Barbee is a certified Professional Project Manager by the Project Management Institute

with more than 10 years of experience managing multi-functional programs, multi-million dollar contracts, and multiple CONUS teams. Ms. Barbee’s government project management experience is vast. She has led the implementation of over 100 projects, in 35 programs across 12 Public Sector Agencies. The functional scope is unprecedented, ranging from Global Publishing Services at the Department of State to Road Maintenance programs at Indian Affairs. She is a complex problem solver, strategic planner, and thought leader (See Resume Appendix A).

f. Value to the Commonwealth and Participating Entities i. Reasons for Selection:

TSC offers a strong pool of credentialed consultants, instructional systems designers and trainers available on short notice to meet Commonwealth of Virginia and Participating Entities needs across the country. TSC has some important differentiations for why we should be selected. They include the following:

TSC’s training approach is focused on providing effective, low cost solutions to establishing competency based workshops and training programs;

Our instructional systems design approach focuses on learning objectives formulated into key training modules for optimizing effective short or longer duration training programs;

TSC’s method of utilizing competencies tied to learning objectives provides organizations the opportunity to identify and close competency and performance gaps of their personnel;

TSC’s consultants are highly qualified and experienced (many have Doctoral Degrees in appropriate fields and have taught at various prestigious Universities such as University of Virginia) and they can provide the Commonwealth with whatever program it needs.

Furthermore, because TSC has a team with DoD and private sector Acquisition certifications, ISDs, experienced contracting trainers and the understanding, experience and capabilities required, TSC is a good choice for this contract. More information on TSC capabilities can be found in Paragraph 2. In addition to our personal team, TSC has two additional resources, which will support TSC and serve as TSC subcontractors. These entities are: 1) Curriculum & Training Solutions, LLC (CTS) a Pennsylvania-based Service-Disabled, Veteran-Owned (Woman) Small Business with a strong acquisition background specializing in consulting on the evaluation of federal acquisition training for the Defense Acquisition University (DAU) Equivalency Program and the Federal Acquisition Institute (FAI) Verification Program. CTS also conducts acquisition training, research in support of The Pennsylvania State University, including a project to study veterans with disabilities and their interest in IT careers, and Leadership Coaching for individual success. CTS is known for working with its customers


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designing long-term strategies to achieve the most advantageous workforce performance. TSC has teamed with CTS in the past to successfully provide instruction in team building for DOD professionals. 2) Performance By Design LLC (PBD) a Georgia-based Small Woman-Owned Business with a strong background in learning strategy, curriculum development, and workforce optimization consulting. Their core team has over 80 combined years of experience in writing, graphic design, user interface and e-learning development, Section 508 usability development and testing, instructional design, and distance education technology. They have expertise in providing accessibility features, products, and consulting and converting instructor-led courses into robust, dynamic virtual learning experience as well as designing and building courses from the ground up. Their course developers and instructors have extensive experience in using a variety of educational technology tools, as well as integrating e-learning courseware into various learning management systems such as: Taleo, Moodle, DAU's ATLAS, SUMTotal, Blackboard, and Plateau, just to name a few. TSC has teamed with PBD in the past to provide innovative human resource solutions to the Georgia Department of Behavioral Health and Developmental Disabilities

ii. Highlights of the Proposal

TSC offers an experienced certified small business team to meet Commonwealth needs. We have the benefit of having teamed successfully in the past to bring innovative solutions to meet customer needs. Our courses/workshops have been developed using certified instructional systems design and are easily customized and built purely using adult education techniques and best practices. We have a quality program, as described in paragraph 2 following and while we are not Authorized Providers of IACET, Dr. Graham, CTS CEO, is an IACET Commissioner well versed in IACET principles and practices. She will be supporting Dr. Harman, the TSC Strategic Director who chaired the IACET Committee on Standards Development that established the ANSI Standard that IACET is currently using. Both Dr. Graham and Dr. Harman are both DAWIA certified in Program Management and Dr. Harman is DAWIA certified in Procurement. In addition, Dr. Graham is well versed in the Federal Acquisition Institute (FAI) requirements where she is employed to qualify vendors in FAI acquisition requirements. Many of our instructors have terminal degrees and have experience working with Webinar as well as in-class instructional techniques. TSC stands ready to support the Commonwealth and Participating Entities in the Categories of Project Management as defined in the PMBOK and Business Competencies.

iii. Requirements that Cannot be Met by TSC. TSC is prepared to meet all the requirements of the RFP for Service Delivery areas Project Management Institute Body of Knowledge PMBOK and Business Competencies. However, TSC reserves the right to negotiate an equitable adjustment in the event that conversion to a 100% on-line media is a firm requirement.

2. Quality Standards Per Section I.B entitled “Purpose.” TSC offers the Commonwealth of Virginia and Participating Entities the low risk of proven performance in designing, developing and delivering exceptional training workshops, classes and programs in the human capital and procurement arena. TSC works with its clients to


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provide effective human resource solutions that develop leaders, attract and build a high quality public sector workforce, and transform agencies into high performing organizations. This includes providing executive and management training and coaching for developing leaders at all levels to accomplish various government mission critical occupations across the government; developing and delivering high performance solutions including workshops, such as: “Leading the Way,” a distributed leadership course with an executive coaching component, a “Multi-disciplinary Teams Workshop” that is modularized for ease of customization in different situations (both developed and executed for the Department of Homeland Security); and a “Source Selection Workshop“ (a series of just-in-time training acquisition modules for the Department of Education). TSC’s approach is highly valued by our customers as can be attested by their testimony of TSC’s success.

Testimonial

TSC provides a wide variety of tools and credentialed consultants/trainers and instructional systems designers (ISDs) that all agencies can utilize. Our quality approach supports the


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Human Capital Assessment and Accountability Framework (or the HCAAF framework as OPM terms it) and lays the foundation for future initiatives and innovations which maximizes return on investment in training and human capital funding. We have a track record of successfully completing and delivering executive development, leadership and change management programs. TSC provides creative training solutions based on sound academic and experienced-based principles which result in effective performance. Finally, TSC has built metrics and evaluation processes to capture the effectiveness of various training solutions. While TSC does not have a certification as noted in paragraph 1.B. of the RFP, TSC is joined in this effort by Dr. Beryl Harman, who chaired the Committee on Standards Development for the International Association for Continuing Education and Training (IACET), which established the ANSI Standard for Continuing Education and Training. Dr. Harman has served as a Commissioner and a Board Member for this organization and is still a member in good standing.

She also served as a committee member developing the National Commission for Certifying Agencies (NCCA) credentialing standards ensuring in both instances a quality approach to training performance. In addition, she is a course evaluator for the American Council on

Education. In this capacity, she reviews courses for acquisition equivalency for the Defense Acquisition University and recommends college credit for a number of experiential activities. She is supported by Dr. Kimberley Graham, CEO of Curriculum & Training Solutions, LLC, who is also a current Commissioner with IACET. (Resumes for Dr. Harman and Dr. Graham are included in Appendix A). Dr. Harman is charged with ensuring that effective quality standards are implemented in accordance with the following:

a. Mission Statement The purpose of Think Strategic Consulting LLC is to work collaboratively with our clients to improve the quality of employee performance. To achieve this purpose, TSC designs and offers high quality, interactive, adult learning solutions, based upon current research and recognized best practices in the field of continuing adult education and training and TSC also provides coaching to support the organizational leaders and various personnel in their transformational endeavors.

b. Evidence of a Quality Assurance Program The TSC Team recognizes that a quality program and training evaluation is critical to continuous improvement of learning programs. Evaluation data is needed to monitor and assess training effectiveness to ensure continuous improvement. TSC’s evaluation programs deliver actionable information that provides data that can be used to make specific business decisions and determinants of the success and return on investment in the initiatives. TSC understands that in order to measure successful outcomes of training initiatives, the data needs to be specific, consistent and credible and based on clearly defined learning objectives and learning outcomes. TSC’s instructional design process ensures that measurable learning objectives and outcomes are the foundation of any TSC training program. The quality assurance process TSC utilizes will ensure that all aspects of the contract are adhered to and opportunities for improvement are identified and implemented on a routine basis.

Quality Assurance Process: The Quality Assurance process will also ensure that the implementation of the planned, designed, developed, delivered, implemented and evaluated activities contained in the contract will satisfy customer requirements and provide confidence that the project meets or exceeds the quality standards. Important TSC team activities that will be used to meet quality assurance goals include: structured walkthroughs (internal peer reviews), in-stage assessments (in-process TSC Team Lead reviews), prototyping of work


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products (as desired by the customer), risk monitoring and assessment at all levels of management and development and follow-up surveys as needed. Our approach to quality assurance is to make it a part of the daily activity at the individual level. Quality assurance is the responsibility of every member of the TSC Team and individuals will be measured against their responsibilities in a clear, precise, consistent, and timely manner. The Table below outlines our implementation procedures.

Quality Assurance

Methods for

Ensuring Quality

Products

All design documents, participant and instructor manuals will be

developed using the PADDIE process explained in the TSC Learning

Design Methodology, and will undergo a stringent review process to

ensure that all of the required competencies are included in the

appropriate Component and that all contract requirements have been

satisfied.

All documentation that needs to be adjusted as required by the

Commonwealth or Participating Entities will undergo a series of quality

reviews and editing prior to submission to printing.

o Any changes identified and required at a prototype meeting will

be incorporated into existing documentation and the

documentation reviewed for completeness by the TSC Team

CEO, the Quality Assurance Lead and the TSC PM.

o The instructor Leads, and the Quality Assurance Lead will

review individual course/workshop documentation for

consistency between the Instructor Manuals, the participant

manuals and other course documentation.

o Any changes will be edited and proofed for clarity of language

and technical errors prior to sending to print. Any discovered

deficiencies will be immediately corrected, then re-reviewed to

ensure additional errors were not created.

o A set of documents will be made available for the

Commonwealth and to Participating Entities and the NASPO

ValuePoint Administrator to review, if desired.

o Should any deficiencies be noted during conduct of any

individual learning event, they will be written down and

corrected prior to the next Component offering.

All documentation will be double checked to ensure the correct quantity

is being delivered to the appropriate client.

A file will be maintained that provides a record of any deficiencies that

need correction and corrective action taken. This file shall become the

property of the Commonwealth, if desired. The file shall be provided

within ten (10) days after completion or termination of the contract.

Methods for

Monitoring and

Ensuring

Timeliness of

Performance

The TSC Team will implement direct and practical monitoring

techniques that are consistent with established Quality principles and

which will provide effective measures of performance. These methods

are described below under Quality Control.

Methods for

Maintaining and

The TSC team will drive continual improvement in the achievement of

the specified performance standards through regular analysis of data,


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Enhancing

Quality of Work

corrective and preventive actions, and management reviews.

Feedback from participants, observers and Quality reviews will also be

used to identify opportunities for improvement.

Corrective

Action Program

(Instructor issues

will be dealt with

separately see

Quality Issue

Management)

Procedures for rectifying deficiencies will include:

Increasing the number of reviews to ensure that all products and services

are in compliance

Immediate response to any non-compliant item

Correction of non-compliant items at the point of discovery

Documentation of non-compliant items

Staff re-training and counseling

Problem resolution

Training

Processes to

Correct

Problems

Encountered

The TSC Team will identify any specific training needs, provide training

that is specifically aimed at correcting identified deficiencies in work

performance, test knowledge and skills at the conclusion of training, and

document the training provided and as appropriate, work with the

individual’s coaches to assist the participants in specific performance

areas.

1. Job Description of Person Responsible for Compliance to Quality Assurance The following quality responsibilities are considered essential to the implementation of an effective quality assurance program.

Plan for, assign and monitor quality assurance functions.

Ensure processes and products adhere to established customer standards and methods.

Inform project leads and customer management of the activities and results utilizing sound measurement methods and analyses.

Place special emphasis on modifying and enhancing those products and activities that are not perceived to meet quality standards.

Perform QA activities against a planned schedule and achieve expected outcomes.

Involve corporate oversight in all aspects of a learning event from planning through execution.

Report on the results of all TSC Team activities and

Monitor corrective actions through the Project Manager.

The person responsible for compliance with the above goals will report directly to the CEO on any potential quality assurance issues and will be well versed in course evaluation, instructional systems design requirements, maintain and monitor the quality assurance process, ensure that all instructional systems designers and consultants/instructors are well versed in the TSC quality assurance process.

Evaluation for the Commonwealth program will be a continuous process to ensure that the TSC Team delivers high-quality, competency-based training programs and assesses positive impact on the Commonwealth or Participating Entities mission(s). Dr. Beryl Harman, TSC, will lead the quality review and evaluation effort for the TSC Team. An experienced evaluator, Dr. Harman,

who served as the research director for the DOD Defense Acquisitions University (DAU), will

ensure an excellent review, feedback and product/outcomes process. Dr. Harman also led the development of the Veteran’s Administration Acquisitions University’s Competency-based assessment and learning program and the evaluation efforts for contracting officers.


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Other administrative activities for this contract such as: cost, schedule and performance reporting, will be managed by TSC’s Project Manager, Lori Barbee. She is, an experienced project manager with a Master’s Degree in Business Administration, and extensive experience developing performance metrics and quality control measures for program reporting. Her expertise in training and organizational development provides an excellent background for managing this project. She is well known for delivering projects on-time and within budget and managing client relationships for successful engagements. Ms. Barbee served as the PM for DHS S&T’s Career Optimization and Leadership Coaching/Training contract and she will be responsible for providing insight into this project for the TSC management and the Commonwealth Statewide Strategic Sourcing Officer and other Contract Administration. Oversight will be conducted Dr. Susan Grunin, TSC CEO, who is well versed in Leadership Development programs, and has over 10 years of experience working as Executive and Human Capital Consulting Director and Strategy Consultant Director for four major companies, along with being a retired SES. She is certified as an executive coach and as an Instructional Systems Designer and holds a Green Belt in Six Sigma. She has taught courses for various federal universities such as the CIA University, US Patent and Trademark Office and US Department of Interior, along with having been an associate professor at the University of Virginia for over 12 years, where she taught various courses including the capstone course on Human Capital Management for industry and government leaders. As such, Dr. Grunin is well qualified to oversee this important effort. 2. Organizational Chart The following organizational chart will provide effective quality management for the Commonwealth and Participating Entities. The Quality Assurance Lead will have sufficient responsibility to ensure that an excellent quality process is followed and complied with.

c.

Instructional Design Process – TSC Learning Design Model

TSC’s instructional system design (ISD) involves the six steps of the PADDIE Model incorporated in the TSC Learning Design Methodology (Described in more depth in TAB 2. The


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activities within each step are adjusted to accommodate the specific objectives of each course/workshop design based on the desired competencies/outcomes. Team TSC’s ISD approach to program and course development is the systematic analysis and evaluation that is performed to determine what should be taught to ensure that course outcomes are met. After that determination is made, learning and development instructional technologists use a systems approach to prepare an instructional framework, sequence and strategy based on the latest information regarding the organization and/or divisional business objectives.

TSC Learning Design Methodology


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d. Sample Training Instructor’s Guide for a Course Offering The following Instructor Guide sample is reflective of the methodology that TSC follows in developing courses. TSC develops courses on a modularized basis for ease of customization. A detailed Instructor and Participant Guide are provided for consistency and effective interactive instructional purposes.

INSTRUCTOR GUIDE SAMPLE

LEADING THE WAY AT S&T

STRATEGIES, TOOLS, & TECHNIQUES FOR MEETING

THE S&T LEADERSHIP CHALLENGES OF TOMORROW

DHS Science &

Technology Directorate


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Course Objectives/Outcomes Workshop Objectives:

Develop a leader framework to meet current and future S&T challenges

Demonstrate proficiency in the competencies undergirding leading at every level.

Model leadership by actively engaging in collaborative learning during the workshop and in the future to address S&T challenges.

Competencies

Addressed:

Personal Modeling - Developing more self-awareness specifically

related to how personal leadership impacts others and the organization;

leading by example; communicating by action; the meaning of

leadership;

Personal Values - Developing and inspiring trust; treating people with

professionalism and respect, open and fair decision-making;

Personal Communication Principles – Proactive listening; effective

use of questions to solicit; timely and targeted feedback; recognizing

differences in communication channels and styles; skills in formats such

as storytelling; and

Empowerment at every level – Fostering a collaboration culture;

creating an environment for sharing information, rewards, and power

with employees so that they can take initiative and make decisions to

solve problems and improve service and performance.

Time: 3 Days (within a 6 week period)

Learning

Outcomes:

Increased personal self-awareness assessed through the LEI instrument and one-on-one coaching to determine leader impact on the organization.

Demonstrate effective leadership through collaboration and learning to recognize the value of developing and gaining employee trust.

Recognize communication styles and techniques that are more effective for engaging leaders at all levels.

Recognize the value of sharing and empowering at every level.

Develop an action plan that will enhance performance and inspire others.


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Course Overview

Welcome to the Department of Homeland Security Leadership Workshop. This workshop covers personal modeling to enhance self-awareness of each leader’s impact on the organization, personal values to demonstrate effective leadership, personal communication principles to develop ways to deal with difficult situations, and ideas to explore the use of empowerment and its effect on the organization as a whole. This workshop provides participants with the knowledge, ability, tools, and techniques to drill down into specific leadership areas and to recognize how styles and behaviors can create barriers to effective leadership. Participants will learn by doing. They will have numerous opportunities to experiment through the use of tools and exercises, both individually and in small groups. This will allow participants to learn and practice tasks and procedures most important for leadership development.

Delivery Sequence:

This facilitated workshop is designed to break down the instruction according to natural, high-level leadership needs. The flow is intended to build awareness and skills from the inside out. The first session will focus on individual leadership – and the impact you have on others - gaining more awareness of how you “show up.” The second half is working the way we work – in small groups around an S&T process. Each session is designed to expand understanding and promote development in leadership skills and techniques. The workshop is designed to engage participants predominantly through practical exercises and other activities that provide a hands-on, experiential learning opportunity that is highly interactive, keeping lecture segments to a minimum. The actual content participants will work with in order to practice and apply concepts will be, in part, generated by the participants themselves. This will be supported or augmented by various articles and scenarios to be provided by the facilitator.

Individual workshop sessions are scheduled to allow for practice, reflection, and feedback. The experiential approach will focus on the work needs within the S&T context. The workshop will include a 360o Assessment and coaching. Additionally, because the workshop is spaced over six weeks, it will only require short bursts of time away from the office, AND, yet, will provide time for learning, reflection, practice, and feedback – all related to a participant’s work and the goals of S&T. Actual dates for the workshop will be provided by the Contracting Officer Representative.

Workshop Schedule:

Hours Focus Areas Delivery Method

2.5 Overview – Session 1. Virtual via WebEx

7.5 Understanding Self – Session 2. On-site and face-to-face

3+ One-on-one coaching (if LEI Reports are available). Reflection and individual activities.

Teleconference and as desired

7.5 Building Competency at S&T – Session 3. On-site and face-to-face

3+ Reflection, individual and group coaching, and group activity.

As desired

4 Moving Forward – Session 4. On-site and face-to-face

(If desired) Follow-up group coaching Teleconference

WORKSHOP AGENDA (Sessions & Activities)


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Session 1 - Overview – Virtual by WebEx

Welcome/ Introductions - Ice Breaker

Ground Rules and Expectations

Content overview - Objectives and Competencies

What will it Contain? How is it structured?

The LEARN model what it means and how it applies

Review of how Competencies were Determined

References/Resources (Participant Guide, S&T Strategic Plan, SharePoint site)

Barriers to Effective Leadership

Starting the Journey - Timeline and Leadership Log

Session Review and Next Steps

Break – Participants Document their Leadership Timeline and a Leadership Log

Session 2 – Understanding Self

Introduction - Building on the Timeline and Sharing Your “Personal Best”

Getting Grounded in the Five Practices and Ten Commitments of Exemplary Leadership

Identifying a Work Project as a Lens for Gaining a Deeper Understanding of Individual Leadership

Identifying Personal Values that Drive Decisions and Actions

LEI Overview – Personal Assessment

Model the Way - Developing a Model the Way Action Plan to Guide Further Focus

Session Review and Next Steps – Focusing on the Major Touch Points

Break – Reflection Activities and Individual Coaching (if LEI Reports are Available.)

Session 3 - Competency Assessment

Reconnecting: Status of Modeling the Way - Where have we been? Where are we going?

Introduction to S&T Competencies for Further Study

Developing a Competency Game Plan - What this means for S&T?

Working the Competency Game Plan: Determining Importance

Working the Competency Game Plan: Deepening Personal Understanding and the Impact.

Leading the Way at S&T Capstone Overview

Session Review and Next Steps

Break- Reflection Activities to Develop the Leadership Story

Session 4 - Moving Forward

Reporting on Leading the Way – the Competency Story

Insights and Summary – Connecting the Dots

Action Plans – Making a Commitment

Session Wrap-Up and Review


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SESSION 1: Overview

Directorate

Welcome and Introduction

Purpose: The purpose of this workshop is to provide a leadership learning experience for dedicated S&T personnel focused on the actions, steps, and requirements for conducting effective leadership in the S&T organization. Each session is designed to build upon personal awareness and group collaboration.

Each workshop session is timed to minimize classroom involvement and at the same time to provide a set of tools and exercises that will allow S&T leaders to learn and practice tasks and procedures most important for leadership development. These tools are designed so that they can also be used by the participants in their daily practice. The breaks between classroom activities are designed to provide S&T leaders time to reflect on what they have learned and to practice real-time those behaviors that can build a high performing organization. This first session is an on-line session to explain the process and set the stage for leadership development.

Objectives: The major objectives of this workshop are to enable participants to:

Develop a leader framework to meet current and future S&T challenges;

Demonstrate proficiency in the competencies undergirding leading at every level; and

Model leadership by actively engaging in collaborative learning during the workshop, and in the future to address S&T challenges.

Introduction: The first thing to do in any workshop environment is to know who you are working with and what they can contribute to the learning process.

Activity #1-1: Learner Introductions – Ice Breaker

Process: When asked, please introduce yourself and describe your official role as a member of the S&T team and share your expectations.

Why is Leading the Way at S&T important to you?

Given what you currently know about the session, what will success look like?


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Activity #1-2: Ground Rules or Group Norms

Purpose: As with all groups working together, norms and ground rules will be important.

Process: Suggested norms will be discussed and validated. Additional norms may be modified, or added if agreed to by the group:

Show up – physically and mentally. Transparency: avoid hidden agendas. Listen first to understand. Be genuine with each other about ideas, challenges, and feelings. Trust each other. Have confidence that issues discussed will be kept in confidence.

Guided Discussion: Overview of the Workshop Sessions

The facilitator will provide an overview of the workshop. This will include:

The purpose and objectives for the session

What will it contain? How is it structured?

Competencies, content, flow, pace, and the major components.

The LEARN model what it means and how it applies

References/Resources (Participant Guide, S&T Strategic Plan, SharePoint site)

The Capstone Process

The Assignments

The LEARN Model

The Learn Model is a formula for designing a workshop, e.g., the approach used. It includes:

L=Linking to previous knowledge. Making the connection between what participants

already know and how new knowledge will relate to previous experience.

E=Engaging and educating. This is the experiencing and teaching portion. Presenting

new information in a way that links to prior experiences and also builds from a

foundation.

A=Active Learning. Creating activities and practice sessions in a differentiated manner

so that all types of learners can use their own learning styles to assimilate the new

information.

R=Reflecting on what was learned during the practice activities. Discussing in a group

setting so different perspectives can also help cement the new concepts or processes.

N=Now & Then. The person, for whom you want to increase their knowledge,

familiarity, and experience level, needs to have the time to make the connection between


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what they just learned, and how it applies to what they have to do next; this means

spacing over time and also interweaving the components multiple times.

Review of how Competencies were Determined

As a part of this overview, the facilitator will explain how the overall objectives and outcomes of the workshop were developed. The following model will be used as a tool to support this discussion.

Continuing Reminders to the Participants As you complete this workshop, there will be moments when you have a sudden idea, or you

have a flash of insight, or you hear something from a colleague that resonates with you in terms

of actions or objectives. When this occurs, you need to capture that thought in real time. The

following two templates provide a way in which these ideas and insights can be captured.

1. AhHa/ToDo List: Using this type of template is a quick way to capture ideas/ insights in the learning process that can support personal development. Participants are encouraged to keep a copy of this template at hand at all times to capture these moments.

AhHa/ToDo Template

AhHa (A blinding flash of the obvious) ToDo (a specific action to take related to the AhHa)


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2. One Minute Assessment List: Using this type of template is a quick way to capture

something important that you may not have known before, or something you did know but has

been brought to your attention again. Participants are also encouraged to keep a copy of this

template at hand at all times to capture these moments.

One Minute Assessment List Template Exercise 1-3: Barriers to Effective Leadership

Purpose: Before a leader can make significant steps in a positive direction he/she must first

understand the types of behaviors and activities that create barriers to effective leadership. This

is a short discussion on some of the perceived barriers at S&T.

Note: There is no intent to understand all of the barriers at this point in the workshop but to

start the reflection process.

Process:

The facilitator will conduct a round robin discussion based on the following questions:

o What do you see as barriers to effective leadership in S&T?

o What changes could individuals make to overcome some of these barriers?

Following this discussion you will be asked to reflect on the answers to these questions as you

complete the following two activities to be discussed at the beginning of Session 2.

Exercise 1-4: Leadership Journey Timeline – To be completed before the start of Session 2.

Understanding the principles behind leadership and being a leader in action are two very different things. Unfortunately, some people get them confused and think that knowing and

Remember take only one minute to complete both questions.

Date Topic, Activity, Context

What was the most important thing you learned and why is it important?

What important questions remain unanswered?


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doing are the same. Leadership opportunities happen daily in our homes, schools, offices, churches, and communities. Some are formal and some are informal. Some are planned and some are impromptu. Thinking about and documenting experiences where you have actually demonstrated leadership behaviors can inform you not only on your leadership skills and behaviors, but on the impact of your leadership actions on other people, the project, task, or activity, and ultimately, the organization.

Purpose: The purpose of this activity is to document and diagram key leadership activities in

your life in two ways. The first is a continuum over time from an important starting point.

While the time may be your earliest experience to today, it may be just the last ten or fifteen

years. Wherever you start indicate the year[s] such as Teens or Twenties or Fifties or 1990-

1995, 1995-2000, and so on. The second way this organizer documents your key leadership

experiences is from high to low impact or from positive to negative. Process: 1: Using the Leadership Journey Timeline Template on the next page, start at an appropriate time in your life, fill in the years in the first column, dividing them between the year you start the chart and today. Write the leadership activity in the second row; however, place it somewhere from the top to the bottom of the row depending on whether it was positive (high) or negative (low) experience. The words should tell what you did and the results. There is also a row for notes to trigger memories or to make other relevant comments.

2: After documenting the leadership activities, write a summary “Take Away” statement, (something you learned about from the process), on your leadership. Be prepared to share this “Take Away” at the beginning of Session 2. 3: Review your Leadership Journey Timeline. Select one of the experiences that can be labeled your “personal best” and use it to document the S&T Leadership Learning Log that follows. Prior to Session 2, respond to the questions in the S&T Leadership Learning Log using the left hand column ONLY. At a later time you will be ask to respond in the right hand column. Be prepared to share your “personal best” experience at the beginning of Session 2.


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Leadership Journey Timeline Template Name: Date:

Leadership Journey Timeline

Year or Age

Year or Age

Year or Age

Year or Age

Year or Age

Year or Age

Year or Age

Positive Negative

Notes and references

Summary Statement:

S&T Leadership Learning Log Name:

Topic: Understanding a personal best leadership experience

Instructions: Review your Leadership Journey Timeline. Select one of the experiences that can be labeled your “personal best.” Respond to the questions using the left hand column ONLY at this time. At a later time you will be ask to respond in the right hand column.

Date of original comments: Date of follow-up comments:

1. Label the experience. When and where did it happen? What was the situation or context?

2. What specific tasks were involved in the

situation?


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3. What actions did you take? Describe what you

did personally not the actions of others.

4. What were the results of your actions,

especially as they relate to performance and development of others? What did you accomplish? What was the end result?

General Notes and Commentary:

Session Wrap-up and Review This first session has been designed to cover the administration and logistics of this workshop

and to provide participants an understanding of what is expected prior to the next session. Are

there any lingering questions?

End of Sample

e. Job Descriptions for instructional Designers and Training Instructors

1. Instructional Designers TSC Instructional Designers (ISD) are certified and selected because of their known expertise in designing and developing creative interactive adult learning events. ISD Requirements

Certified in instructional design

3-5 years’ experience in designing developing public service learning events

Experience in designing and developing learning events in the area identified by TSC

Demonstrated competency in the creation of learning objectives, developing assessments from learning objectives, and the ability to assess whether the content, process and level of instruction satisfies the learning outcomes

Working knowledge of adult learning principles

Knowledge of current and emerging instructional techniques and design and an in-depth understanding of issues related to classroom teaching and adult learning methods and


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Good interrelationship skills

Demonstrated clarity in writing and communications for both classroom and on-line learning

2. Training Instructors TSC consultant instructors’ primary responsibility is to facilitate courses in their qualified areas. These Instructors also perform consulting on various projects. The following are required of all instructors:

TSC requires the following minimum qualifications of its instructors:

BS degree with significant years of experience in an appropriate field or advanced degree with at least 2 years’ experience

Knowledge of classroom and/or on-line facilitation/teaching and adult education principles

Demonstrated competency to communicate effectively

Demonstrated facilitation skills

Certification in appropriate instruments identified as a part of the learning event

Ability to read their audiences; receive and analyze feedback; and apply the information to future learning events.

f. Administrative and Policy Procedures for Professional Development of Staff

Responsible for a Learning Event. The TSC business model uses experienced consultants and subcontractors on an as needed basis to accomplish clients’ requirements. As such, our consultants and subcontractors are generally responsible for their own professional development. However, when new research indicates that additional certifications are desired, then TSC negotiates with certification vendors to provide a favored customer price to our consultants and subcontractors to ensure that we provide the latest best practices and concepts available in the marketplace to our clients. If specific training is needed for the instructors to understand and provide effective exercises, then training will be provided by TSC on an as needed basis. If training deficiencies are identified, TSC will evaluate the need to replace the instructor or provide individual training to ensure client satisfaction is achieved.

g. Ethics Policy Professionalism: TSC requires that all individuals involved in designing, developing, administering, delivering and evaluating learning events are expected to maintain a high standard of professionalism. They are not to discriminate or make discriminatory remarks based on gender, ethnicity, religion, age, disability, socioeconomic status, and/ or sexual orientation Each instructor, instructional designer, consultant or coach is responsible for conducting her- or himself in a professional manner at all times. The CEO is responsible for periodic assessments of each instructor’s professionalism including non-discriminatory behavior. The CEO, at her discretion, will conduct periodic reviews of each instructor using the Instructor Competencies Review Form. In addition, the CEO will address any feedback concerning the failure to follow the TSC policy for Professionalism and Non-discrimination.


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Proprietary Interest: TSC requires that any coach or instructor disclose, in advance of the learning event, any proprietary interest in any product, instrument, device, service or material discussed during a learning experience, event, or program, as well as the source of any third-party compensation related to the presentation. The coach or instructor is responsible for verbally disclosing the proprietary interest to the TSC CEO or to the Project Manager, in advance of the learning event. The CEO and/or Project Manager are responsible for assessing the impact of allowing or removing the product, instrument, device, service or material in question. Participants will be given the opportunity for questions regarding any proprietary interest as this information will also be made available on the learning event marketing materials. Intellectual Property Rights: TSC education specialists personally design and deliver continuing education and training courses and claim ownership of their intellectual property rights, in order that training materials are not used or copied by an outside party without the express written consent of TSC’s CEO or as agreed between TSC and the receiving client. TSC also respects the exclusive rights of others to their intellectual property and will only use such intellectual property with the author and/or designer’s express written consent. All work used by TSC will be legally and appropriately cited and credited.

h. Measurement Sample for a Course

TSC’s quality control practices involve measuring and monitoring specific project results to determine if they comply with project specifications and quality standards, and identify ways to eliminate causes of deviations. The results of project quality measurements will be reviewed regularly per the established checkpoints and milestones to gauge the quality of the work products and the overall project efficiency.

Team TSCs quality assessment techniques will range from participant critiques to peer reviews to independent audits as a means to determine if the results conform to requirements and participant development needs are being met. All issues will be analyzed for determination of causes and unidentified risks to the project. When issues are identified, action will be taken to bring the project into compliance to requirements. In addition, trend analysis will be conducted to monitor technical performance and cost and schedule performance. These analyses will act as predictors to provide insight to potential outcomes of the project.

Performance Monitoring: The TSC team will determine the appropriate evaluation approach for determining that course/workshop outcomes are met and a quality program is implemented by following these three major steps: 1. Identify who needs the evaluation results, and how they want to use the results. 2. Identify what to evaluate, and make sure that the skills, knowledge, competencies and

behaviors we will be evaluating match the learning objectives. 3. Finalize the evaluation methods to use, and select evaluation methods that are appropriate

for measuring the learning objectives. Evaluation processes may be either formative, summative, or a combination of both.

Formative evaluation:

Is an on-going process conducted at all stages of the course/workshop development

Will enable developers to improve the course/workshop during the development process

Facilitates client desires and content adaptation

Will identify major gaps in the instructional plan or the need for minor adjustments


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Summative evaluation results can:

Assess overall effectiveness of the learning event

Be utilized in the revision process

Provide a baseline of data for designing a new plan, program, or learning event.

Proposed evaluation techniques will at a minimum:

1. Measure the quality of instruction and course content daily to ensure that it meets the needs of participants and the organization.

2. Gather information from the faculty on each module (each Component will be made up of a series of modules).

3. Gather information from independent observers (if available)/coaches and peer inputs.)

All evaluation materials will be provided to the Quality Assurance Lead who is not involved in the instructional process to safeguard the integrity of the evaluation process. A final evaluation report together with evaluation materials will be provided to the appropriate contract administrator at the end of each learning event.

Generally, TSC develops and delivers courses based on customer organizational needs and requirements. When delivering knowledge-based courseware designed to meet established criteria of a third party such as the Commonwealth of Virginia, the minimum standard established by the Commonwealth will be used in development and delivery of courses. Students will be required to obtain an appropriate pass rate on all course assessments, assignments and exams and meet the standards for satisfactory attendance and participation to successfully complete the course. Any exam developed in response to a client request will be scenario based to judge the true learning of the students. If it becomes impossible for the student to attain the required grade, their Training POC will be notified for a decision whether to allow the student to remain in class or return to their office. In any case, no certificate will be issued to the student unless the required pass rate is achieved. A student that does not master the course at the passing grade level will not receive credit for the course and will receive a failing grade or incomplete. The student and their supervisor will receive notification of the student’s status. Exam results are scrutinized at the end of each session to determine those areas that might need revision, and to pinpoint any potential knowledge and/or skill gaps for continual improvement purposes. Furthermore, when custom workshops are developed for managers and executives where the assessment is based on change in observable behaviors, the participants will be required to provide presentations, work group products and a behavioral assessment based on the outcomes/objectives of the workshop. This individual assessment is then evaluated as the basis for continual improvement.

For in-class and hybrid courses, TSC has an established policy that all students will:

1. Be present during designated hours;

2. Be made aware that dental appointments, vehicle maintenance, Committee meetings, requirements of their regularly assigned job, airline reservations etc., are not normally valid excuses for class absence; 3. Understand that cumulative absences that exceed five percent of the total class time may be grounds for removal or disenrollment from the course and that


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4. Some courses permit students who miss periods of class time to complete supplemental work before receiving a graduation certificate. If a student does not complete the prescribed make-up, no credit will be issued for any part of the course.

Instructors take attendance in the morning, no sooner than 15 minutes after the start of class, and ensure that all students return to class following lunch break or breakout sessions. In addition, any student enrolling in a TSC course must conform to the academic integrity policy which defines cheating, plagiarism and misrepresentations of one’s work. TSC defines academic dishonesty as cheating of any kind, including misrepresenting one's own work, taking credit for the work of others without crediting them and without appropriate authorization, and the fabrication of information. TSC’s policy states that there is zero tolerance for cheating and will be punished with automatic failure and loss of all course credit. Sample 1 - Individual Assessment of Outcomes

Course Evaluation Name: __________________(Optional)

S&T Utilizing Communication Styles, Personality Preferences & Effective Team Building

Strategies Course

1. Rate the following statements– using this Scale:

10-9 Most Likely 7-8 Somewhat Likely 5-6 Somewhat 3-4 Unlikely 1-2 – Least Unlikely

Outcome Statements: 10-9 7-8 5-6 3-4 1-2

I will be able to Utilize oral communication tools, DISC assessment, and skills to engage in meaningful dialogue back on the job.

I will now be able to Use Emotional Intelligence to engage others in collaboration and build understanding of other communication styles and different personality preferences.

I will be able to Implement strategies to meet the challenges of and identify and overcome barriers to engagement, collaboration and disruptive team behaviors.

I plan to Utilize personal commitment to support further learning in order to foster effective team building in my work place.

If any of the above statements are rated 1-2 please explain (if additional coaching or additional

help is needed, please indicate what):

2. Describe how you will use each of the following skills in improving teamwork in your

organization:

Communication/Team Building Strategies and/or Tools:

Emotional Intelligence Skills:


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3. Describe at least one way in which you plan to support effective teamwork in your

organization using the skills from the course:

4. Describe at least one way you plan to use the skills you have gained in this course to

further your self-development:

End of Assessment

i. Recordkeeping Procedures of Learners

Students are advised of requirements for passing a course in the course materials and on the first day of class by the instructor. Students are advised that they can receive a certificate indicating they have successfully passed the course upon completion and successfully achieved the appropriate level on course assessments. Once a certificate is received, grades are annotated in an Excel Spreadsheet for the particular class involved and provided to the appropriate contract administrator for their records and to notify students and supervisors is course/workshop requirements have not been achieved. Student academic records/achievements are not available for public scrutiny. They are maintained in a secure database on individual Excel Spreadsheets (1 per course) and kept in TSC files. Data elements included on the Excel Spreadsheet are required quizzes and exams, student ID, TSC’s (or customers) course number, grades for coursework and exams, passing grade percentage, date of completion, student contact information. If Certificates are provided they are maintained electronically on Power Point files and are searchable by course number and student name.

j. Examples of Client Satisfaction Surveys

Example 1 -Performance Evaluation Form (Customer Input)

Performance Elements

Excellent Good Acceptable Poor Unacceptable

Quality of Service

Timeliness of Performance

Cost Control Business Relations

Customer Satisfaction

1. Name and Title of Evaluator:___________________________________________________________


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2. Signature of Evaluator:________________________________________________________________

3. Name of Organization:________________________________________________________________

4. Telephone Number of Evaluator:________________________________________________________

5. State Type of Service Received:_________________________________________________________

6. State Contract Number, Amount and Period of Performance:_________________________________

_____________________________________________________________________________________

7. Remarks on Excellent Performance: Provide data supporting this observation. (Continue on other page if needed). _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

8. Remarks on Unacceptable Performance: Provide data supporting this observation. (Continue on other page if needed). _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Example 2 - Training Evaluation Form (Participant Input)

Training Evaluation Form

Date: __________________

Title and location of training:__________________________________________________________________________

Trainer: __________________________________________________

Instructions: Please indicate your level of agreement with the statements listed below in #1‐11.


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(More questions on back)

12. What did you like most about this training?

13. What aspects of the training could be improved?

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

1. The objectives and outcomes of the training were clearly defined.

2. Participation and interaction were encouraged.

3. The topics covered were relevant to me.

4. The content was organized and easy to follow.

5. The materials distributed were helpful.

6. This training experience will be useful in my work.

7. The trainer was knowledgeable about the training topics.

8. The trainer was well prepared.

9. The training objectives and outcomes were met.

10. The time allotted for the training was sufficient.

11. The meeting room and facilities were adequate and comfortable.


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14. How do you hope to change your practice as a result of this training?

15. What additional adult trainings would you like to have in the future?

16. Please share other comments or expand on previous responses here:

End of Performance Evaluation Forms

3. NASPO ValuePoint Master Agreement Terms and Conditions

TSC has read and understands all of the terms and conditions in Attachment “A” of the RFP entitled “NASPO Value Point Master Agreement Terms and Conditions” and agrees to abide by them when working with Participating Entities.

4. Executing a Participating Addendum

TSC understands that they may be required to negotiate additional terms and conditions when executing a Participating Addendum. In this event, TSC reserves the right to fully evaluate the effect of any changes on the overall pricing of the activities.


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5. Attachment D-1 Offeror Profile

ATTACHMENT D-1 (Recreated for ease of response)

OFFEROR PROFILE

OFFEROR NAME: THINK STRATEGIC CONSULTING, LLC

Questions Response Y or No

Supporting Information

1. Offeror meets the quality standards as described in Section 1.B “Purpose”

Y See Quality Standards information Provided in Tab 1 pages 9 thru 32.

2. Offeror is proposing procurement competency courses

N TSC only has one course that would satisfy procurement competency courses at this time - “Conducting a Formal Source Selection” (see TAB 3, para 1b, page 53 and page 58 for a description.) TSC has the capability to develop others.

3. Offeror is proposing business competency courses

Y See TAB 3 para 1f pages 58-70

4. Offeror is proposing project management courses

Y See TAB 3, para 1b, pages 52- 58

5. Offeror is proposing supply chain management competency courses

N TSC has the capability to develop courses in this discipline but does not have any available at this time.

6. Offeror is proposing its complete course catalog

Y TSC does not have a formal course catalog but have proposed all courses it has currently developed.

7. Offeror is able to tailor or customize standard course offerings

Y Our specialty is customized course offerings (see TAB 3, para 2, page 72).

8. Offeror is able to develop fully customized courses

Y Our specialty is customized course offerings (see TAB 3, para 2, page 72).

9. Offeror is able to provide multiple delivery platforms

Y See Below

a. On-site classroom Y All TSC courses/workshops are available as on-site classroom learning events.

b. Online instructor-led Y TSC through their subcontractor PBD can provide this capability. It will require additional development and design cost.

c. Online self-paced N While we have the full capability to provide this type of instruction, it will require significant additional development and design cost to produce.

d. Webinars Y All of TSCs courses/workshops can be customized to a Webinar format. Leadership courses already have a webinar component.

e. Mobile N Not at this time.

f. Other: Specify Y TSC provides blended learning events.

10. Offeror is able to deliver services in selected states only (specify states)

N TSC will provide services nationwide. Travel cost may be required.

11. Offeror is able to deliver services regionally only (specify geographic region/s)

N TSC will provide services nationwide. Travel cost may be required.

12. Offeror is able to deliver services nationwide

Y TSC will provide services nationwide. Travel cost may be required.

12. Offeror has a partnership with a college or university for course delivery and/or continuing education (specify).

TSC has partnerships with UVA and Johns Hopkins but is not proposing them as a part of this continuing education effort.

13. Offeror has one or more curricula leading to national certification (specify)

TSC PMBOK courses follow the PMBOK framework and provide the basic information needed to achieve a PMP.

14. Offeror has worked with other public procurement entities (specify).

All of TSCs contracts to date have been with public entities. (See TAB 2, h-k, page 44)


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6. Attachment D-2 Proprietary Information Identification form


35


7. Attachment D-3 Exceptions to RFP form

Think Strategic Consulting, LLC.

Except as noted in para f(iii) above, TSC accepts all terms and conditions in the RFP


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8. Attachment D-4 Vendor Data Sheet, completed and signed

ATTACHMENT D-4

COMMONWEALTH OF VIRGINIA RFP# E194-1922

VENDOR DATA SHEET

Note: The following information is required and failure to submit all information requested may result in the Commonwealth requiring prompt submission of missing information. 1. Qualification: The vendor must have the capability and capacity in all respects to fully satisfy all contractual requirements.

2. Vendor’s Primary Contact:

Name (Print): Dr. Susan Krup Grunin _ Phone: 202-412-1916

3. Years in Business: Indicate the length of time you have been in business providing this type

of goods or services: 5 Years 5 Months

4. Vendor Information: eVA Vendor ID or DUNS Number: DUNS# 96-217-7791

5. Provide information of at least three (3) current or recent accounts, either commercial or governmental, that your business has provided similar goods and/or services.

a. Company: US Department of Homeland Security Contact: Krystle Mitchell

Address: 1120 Vermont Avenue, Washington, DC Phone :(202) 254-6326

Email: [email protected] Dates of Service: May 2013 - present

$ Value: $357,046

b. Company: Calibres, INC Contact: Arianne E. Llerena

Address: 6354 Walker Lane, Ste. 300 Alexandria, VA 22310-3252 Phone :(703)797-8842

Email: [email protected] Dates of Service: May-2014- present

$ Value: $125,000 _

c. Company: J-3,LLC Contact: Jeanie Jones

Address: 11710 Plaza America #2000, Reston Va 20190 Phone :(703) 843-4507

Email: [email protected] Dates of Service: November 2013 – Present

$ Value: Varies by task –total to present est’d. $50,000+

I certify the accuracy of this information: Signed: Title: Dr. Susan Krup Grunin/CEO _ Date: June 30, 2015

RETURN OF THIS PAGE IS REQUIRED

mailto:[email protected]




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9. Attachment D-5 State Corporation Commission Form, completed and signed


38


10. Attachment D-6 Small Business Subcontracting Plan, completed and signed

ATTACHMENT D-6

COMMONWEALTH OF VIRGINIA RFP# E194-1922

Small Business Subcontracting Plan

It is the goal of the Commonwealth that over 42% of its purchases be made from small businesses. All potential bidders are required to submit a Small Business Subcontracting Plan. Small Business: "Small business (including micro)” means a business which holds a certification as such by the Virginia Department of Small Business and Supplier Diversity (DSBSD) on the due date for bids. This shall also include DSBSD-certified women- and minority-owned businesses when they also hold a DSBSD certification as a small business on the bid due date. Currently, DSBSD offers small business certification and micro business designation to firms that qualify under the definitions below. Certification applications are available through DSBSD online at www.DSBSD.virginia.gov (Customer Service).

Bidder Name: Think Strategic Consulting, LLC Preparer Name: Dr. Susan Krup Grunin Date: June 30, 2015

Instructions

A. If you are certified by the DSBSD as a micro/small business, complete only Section A of this form. This includes DSBSD-certified women-owned and minority-owned businesses when they have also received DSBSD small business certification. B. If you are not a DSBSD-certified small business, complete Section B of this form. For the bid to be considered and the bidder to be declared responsive, the bidder shall identify the portions of the contract that will be subcontracted to DSBSD-certified small business for the initial contract period in relation to the bidder’s total price for the initial contract period. in Section B. Section A If your firm is certified by the DSBSD provide your certification number and the date of certification. Certification number: 705943 Certification Date: 5-13-2013

http://www.dsbsd.virginia.gov/

http://www.dsbsd.virginia.gov/


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40



40





TECHNICAL PROPOSAL

TAB 2


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2. Experience and Qualifications (Para XVII D)

1. Our Company

Think Strategic Consulting, LLC (TSC) is a premier provider of ISD & Strategic Human

Capital consulting and acquisition services. Our mission is to work collaboratively with our

clients to improve the quality of employee performance. To achieve this purpose, TSC designs and offers high quality, interactive, adult learning solutions, based upon current research and recognized best practices in the field of continuing adult education and training; and TSC also provides coaching to support the organizational leaders and various personnel in their transformational endeavors. Our specializations are in the areas of Leadership/Executive Development, Strategic Human Capital Planning/Management, Diversity and Workforce Planning, Executive Coaching and Acquisitions/Leadership and PM Training. TSC began after the CEO spent over 30 years working at various levels including senior executive levels within the Federal Government, and an additional 7 years as an executive consultant and executive coach. Dr. Grunin began her career with the Federal government as a counselor and a criminal investigator serving both the Department of Justice and then later the Federal Courts where she fostered the promotion of fairness, justice and integrity of our federal criminal justice system. She has a passion for helping public service agencies improve quality, strategic results, and achieve executive success.

After writing policies and completing a doctorate in public policy, Dr. Grunin began working with the government on strategic human capital issues that motivated her to co-author a book entitled, Strategic Human Capital Management: A Practical Guide. It is the authors’ premise that all government managers are generally over-worked and need management skill improvement and strategic planning to get the results so desperately needed by their organizations. This book was used as a text for two University of Virginia business courses, Strategic Human Capital Management and a graduate level course, “Creating a High Performing Organization.” In addition, it has been utilized by various supervisors, managers and executives who strive to become more strategic in their management of people and workforce issues.

a-b. Location and Hours of Operation

TSC is a Certified Small, Women-owned, and Minority-owned Business (SWaM) and a Certified

Micro-Business incorporated in the State of Virginia, located at 1658 Valley Ave, McLean, VA 22101. Hours of Operation depend on client needs. TSC consultants and associates time is either part-time or full-time dependent on the task and the urgency of need of the client. Most of our consultants, telework and provide their services on an as needed basis.

c-g. Business Model TSC is a sole proprietorship and Limited Liability Company owned by Dr. Susan Krup Grunin/CEO. This business structure meets the legal needs best suited for all TSC stakeholders and clients. The management philosophy is to instill trust, and integrity while promoting fairness and equal opportunity with personnel in order to provide quality and timely services to public agency customers. Personnel are given clear expectations and empowered to


42


act in the best interests of all stakeholders and clients. The CEO sets the tone and expectations for the firm while keeping keen focus on the vision and direction of the business. Currently, all personnel are highly educated, highly experienced, credentialed consultants. Once the company has the financial capacity, business development, and accounting, the strategic plan is to hire administrative personnel to further the company goals and growth. Mr. Howard Grunin currently serves as the financial manager and CFO of the company. Mr. Grunin has over 35 years’ experience as a program/project manager with the Department of Defense working with multi-million dollar budgets for NAVSEA programs. Since the business model is mainly service oriented, overhead costs are minimal. Expenses and liabilities occur after contracts are established. Therefore, as an ongoing concern all costs and risks occur after contracts are accepted. Thus financial obligations are guaranteed to be met due to the credit and reliability of the public agency client, the contracting agent. If delays occur in funding prior to contract work initiation, the company uses its own resources to meet short-term obligations to fulfill contractual requirements. In addition, accounting services are handled by professionals on an “as needed” basis.

The business model uses consultants, instructors and coaches on a 1099 employment agreement basis for separate contractual requirements based on their availability. A majority of these individuals are retired Federal Executives. Furthermore, these professionals know and have a great understanding of government policies, laws, procedures, language and cultures. Thus, they adapt well to other government agency requirements. Once a requirement is identified, TSC surveys its cadre of consultants/instructors for applicable certifications, extensive knowledge and experience, and availability; TSC then obtains their contractual to work with and for TSC in execution of the designated tasks and contract obligations. In this manner the client has the benefit of low overhead, exceptional government expertise and extraordinary talent to accomplish their requirements.

Overall Organizational Structure

Generally, the organizational structure for a contract activity depends on the contractual tasking and potential necessity to subcontract for those talents unavailable within the TSC cadre, or to expand the capacity of TSC to respond to requirements. For this contractual effort, TSC has selected Curriculum & Training Solutions, LLC and Performance By Design, LLC as subcontractors and partners in supplying the breadth of the requirements described in the RFP.

Curriculum & Training Solutions, LLC (CTS) is a strong consulting firm specializing in the evaluation and delivery of training and education solutions to improve business processes. Since 2005, they have been evaluating, developing, assessing and providing training to public sector clients, which include the Defense Acquisition University, the Department of Homeland Security, the Federal Acquisition Institute, the American Council on Education, the Department of Veterans Affairs, and Pennsylvania State University. CTS has an experienced workforce that


43


is intimately familiar with a vast array of education and training programs and philosophies, so that TSC and TSC customers can depend on their experience and knowledge. They provide total solutions to address training needs, covering every aspect of the development and evaluation of training programs to creating policies and procedures for their execution. They also offer professional coaching services. They employ highly-educated and skilled individuals and empower each individual to make decisions with minimal administration oversight. They strive for long-term client relationships by helping them attain their objectives through transparency, reliability and quality. CTS will work with TSC to ensure that a quality program is provided to meet Commonwealth and Participant Entity needs and will provide training expertise in the project management arena.

Performance By Design LLC (PBD) is a consulting firm headquartered in Atlanta, Georgia that provides strategic learning solutions for public and private organizations. Their holistic approach to consulting begins with a comprehensive understanding of their clients organizational vision, current state, questions, issues and challenges which serve as the basis for building sustainable learning solutions. Their goal is to create success beyond implementation, often supporting clients during the solution-maintenance phase. Their experts recognize that learning and performance is an evolving process so they take the continuous improvement approach ensuring that customers can depend on support to ensure adaptable and sustainable solutions. Their consortium of experts has diversified skills with experience consulting for many types of companies, from Fortune 500 organizations to emerging businesses. They deliver highly strategic performance solutions to public and private organizations embarking on change initiatives, business process improvement, and seeking an increase in workforce performance that is aligned with organizational strategic goals. Their strengths lie in curriculum program evaluation, competency modeling, needs assessments, business case and ROI analysis, project management, performance improvement through learning, and learning technology evaluation. They specialize in the delivery of instructor-led, e-learning, and blended course creation and are experts in instructional systems design (particularly related to on-line learning systems), browser-based and Internet courseware development, courseware conversion, Web and computer delivery and LMS integration. PBD will work with TSC providing project management instruction, and blended and on-line learning solutions when desired by the Commonwealth or Participating Entities.

The following organizational chart will be used as a basis to manage contractual actions resulting from this contract.


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TSC was incorporated as an LLC with the State of Virginia on February 24, 2010. The TSC

website can be found at URL: http://www.think-sc.com.

The purpose of Think Strategic Consulting LLC is to work collaboratively with our clients to improve the quality of employee performance. To achieve this purpose, TSC designs and offers high quality, interactive, adult learning solutions, based upon current research and recognized best practices in the field of continuing adult education and training and TSC also provides coaching to support the organizational leaders and various personnel in their transformational endeavors.

TSC KEY Values are:

1. Integrity first -because it is primary to our core values and the CEO served as a federal Law Enforcement Officer for over 22 years.

2. Courage is also a critical core value, which TSC links to Emotional Intelligence and Courageous Leadership. In this instance courage provides the momentum for TSC to be creative and innovative in providing effective training solutions.

3. Quality Service - is our third core value as TSC wants to not only be seen as a company of integrity and courage but also one that delights our customers and provides top-notch quality service.

h-k Clients and Growth TSC has provided similar type services to a number of clients over the last three years. The following list depicts the client, the service, retention rate and growth.

Public Service Client

Dates Type of Service Retention Rate

The Time Center- A consortium of Community Colleges in the State of Maryland

9/10/2010 – 8/28/2012

Design and develop alternatives for structured curriculum in project management, product management and logistics that community colleges in Maryland could share and transfer into 2 year degrees.

Services were completed. An extension of services was expanded into a second year for Harford Community College to establish a Certificate Program in Logistics.

US Department of Homeland Security Primary Subcontract to RGS

9/1/2011- 7/1/2012

Design and develop a leadership capstone program that incorporated all aspects of leadership as defined in the Business Category except for Business Law and Financial Management.

Activity was completed on schedule and within budget.

Department of Homeland Security Science and Technology

5/31/2013 – present

Provide a training needs assessment, executive coaching design, develop, prototype and instruct three training courses: Multi-disciplinary Teams Course, Diplomacy and the Art of Persuasion, Leading the Way (Leadership Action Learning Workshop)

Successful performance has seen the contract extended into its third year

http://www.think-sc.com/


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Defense Manpower Data Center (DMDC)

12/2014 Design, develop and provide instruction of a customized multi-disciplinary team’s course.

One time effort to train the trainer.

Department of Education Primary Subcontract to J3 LLC

11/21/2013 - present

Design develop and prototype a set of just-in-time Source Selection Workshops for Contracting Personnel. This 4 module activity is designed for contracting personnel to train then execute the various phases of a complex source selection.

Completed initial workshop modules, received two extensions to provide additional train the trainer classroom instruction.

Department of Army Primary Subcontract to Calibre

5/2014 - present Provide executive coaching in conjunction with UVA Leadership Program

Retained for a second year due to successful contract execution,

Fairfax County, State of Virginia

August 2014- present

One of 26 companies selected to provide HR and Leadership courses and Executive Coaching

Extendable past the first year

University of CIA September 2010 - present

TSC provides classroom and online courses to UVA and CIAU

Extended for past 5 years

Based on the above table of contractual activities our company has grown from a cadre of three personnel to a cadre of 40 consultants over the past three years. In addition, our capacity is continually expanding due to our growing reputation and other consultant requests to be on TSC’s team.

l. Geographical Limits TSC consultants are located in various parts of the U.S. and are available to support the Commonwealth and Participating Entities as needed in any geographical area within the U.S. TSC consultants are home based in various States within the U.S (see para q below). These areas of coverage are further enhanced by our subcontractors who add trainers in Arizona, Pennsylvania and Georgia to our geographical coverage.

m. Issue Identification/Resolution

Issue resolution is an integral part of TSC Corporate Governance. The TSC Team recognizes that issues will surface even in the best managed programs. Therefore, TSC has developed a process for managing issues with students, public service personnel, and the TSC Team.

No issue, however small, is ever ignored by the TSC Team. As soon as an issue surfaces an

action is taken to resolve the issue. But, moreover TSC works hard to anticipate, and utilizes

processes and policies that generally prevent most issues from occurring.

Material Composition, Personality Conflict or Other Concern

1. Any issues arising out of material composition, a personality conflict or other concerns will

first be provided to the TSC Program Manager for resolution. 2. Potential resolutions will be discussed with the TSC CEO, the Quality Assurance Lead and

the NASPO ValuePoint Administrator, prior to implementation. It is desired that a consensus be reached by the interested parties before any action is taken.

3. In the event consensus cannot be reached the issue will be elevated to the Commonwealth Strategic Sourcing Officer and/or Participating State administrator. The decision of the


46


Commonwealth Strategic Sourcing Officer and/or Participating State administrator will be final.

4. If the issue requires subcontractor action, an attempt will be made to resolve the issue between the subcontractor and the TSC PM prior to elevation to TSC’s CEO. Should subsequent action be required then the process outlined above will be followed.

Instruction Delivery

1. Any issues arising out of instruction delivery will first be provided to the TSC CEO, who has

oversight of the delivery process. The Quality Assurance Lead will also be notified.

2. The CEO will attempt to resolve the issue immediately, if unsuccessful: a) Potential resolutions will be discussed with the TSC PM, the Quality Assurance Lead,

and the NASPO ValuePoint Administrator prior to implementation. It is desired that a consensus be reached by the interested parties before any action is taken.

b) In the event consensus cannot be reached the issue will be elevated to the Commonwealth Strategic Sourcing Officer and/or Participating State administrator. The decision of the Commonwealth Strategic Sourcing Officer and/or Participating State administrator will be final.

c) If the issue requires subcontractor action, the issue will be resolved between the

subcontractor and the TSC CEO and implemented by the TSC PM.

n. Describe the Customer Satisfaction Evaluation Method

A client satisfaction survey as outlined in TAB 1 para 2j will be issued on completion of a new action for a specific customer and then every 12 months thereafter unless an issue is surfaced that needs to be immediately addressed. In this situation, customer satisfaction will be given priority attention for immediate resolution. A follow-up customer satisfaction survey will be provided to the customer at completion of the next activity to ensure that any lingering dissatisfaction has been resolved.

o. Purchase Order Management

TSC has a thorough appreciation of the need for rapid response capabilities when responding to multiple Participating State accounts and multiple Purchasing Entities. Team TSC has the capacity to coordinate screening, resume submission and pricing activities within a 3-5 day turnaround for any NASPO ValuePoint purchase orders. We have a proven track record of responding to customer requests within a 3-5 day time span. TSC is committed to providing NASPA ValuePoint with the same rapid response capability for purchase orders and staffing requirements. The following is a proposed purchase order issuance process that TSC will follow when a new, or modification to an existing order is made:

Purchase Order Issuance Checklist 1. NASPO ValuePoint and/or Participating State sends a requirement to TSC

2. TSC provides a response (Task Plan), including technical (if necessary), period of performance and pricing to NASPO ValuePoint and/or Participating State within 3-5 days after receipt. Value-added enhancements are included (once identified) in the response.

3. The customer evaluates the team’s purchase order response and provides feedback and/or issues Purchase Order

4. TSC acknowledges receipt of Purchase Order within 3 days.

5. TSC determines staffing needs based on purchase order requirements and ensures experienced personnel are on-board at the appropriate time to execute the Purchase Order


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6. Project Manager updates the Project Plan and adds new Purchase Order requirements to the approved schedule for implementation

7. TSC executes the Purchase Order

Immediately upon purchase order award, our Project Manager (PM) will finalize a custom Rapid Response Plan (RRP) to prepare for both anticipated and unanticipated requirements requiring an immediate response. Although TSC does not anticipate any changes in personnel on this contract, there may be factors beyond our control that need to be addressed. The key factors that will be incorporated into Team TSC RRP include:

Assessment of the existing resumes in our corporate resume database to identify any critical deficiencies in the labor categories and skill sets needed in support of this contract;

Source additional resumes for entry into the RRP data base – emphasis will be to maximize the number of experienced consultants and public service retirees who are available on short notice and have equivalent expertise to those already assigned to the contract;

Notify the NASPO ValuePoint Administrator of any staffing replacements; and

Inclusion of standard operating procedures to initiate expedited recruiting and staffing operations to address urgent requirements;

Update a database to include recorded requirements and execution lead times for individual purchase orders and reporting purposes.

Ensure that each requirement is immediately entered into the reporting process.

In the event that more than one purchase order is received at the same time, responses will be provided based on the priority of the requirement. Our RRP will include a requirement for periodic exercises and training to test and continuously improve our rapid response capabilities.

p. Invoicing Process and Accepted Methods of Payment

Fully detailed invoices shall be submitted to the Participating Entity at the invoice address designated on the Order after all services and/or course materials covered by the invoice have been provided. The invoice will contain the information requested in para XVI and approved additional fees and charges as allowed and approved by the Master Agreement provisions. It is understood that payment will be received within 30 calendar days of receipt of a valid invoice for the completed goods and services agreed to under each individual purchase order. Generally, TSC negotiates payment for each formal activity completed and of value under each purchase order. TSC’s preference is direct deposit of funds through electronic funds transfer. However, we do have charge card capability but prefer to keep this capability to a minimum.

q. Personnel by Location TSC has grown over the last three years to a cadre of 49 associates. We categorize our associates are either instructor/facilitators, executive coaches, instructional systems designers or OD Consultants. Many of our associates are both coaches and instructors, instructors and project managers, or instructors and instructional systems designers and/or OD Consultants. The following list contains the areas where TSC consultants are located. This list does not include coverage by our subcontractors who add Pennsylvania, Georgia and Arizona to our capacity. Location Executive

Coaches Instructors/Facilitators Instructional

Systems Designers OD Consultants

Washington DC 4 3 2

Maryland 2 3 1

Virginia 9 9 1 3


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North Carolina 1

Florida 2 1

Texas 1

Oklahoma 1

New Jersey 1

New Mexico 1

Illinois 1

California 1

Pennsylvania 1

Oregon 1

r. Criminal Background Check Procedure

Many of TSC associates are prior Federal Government employees with at least a prior secret security clearance. Other instructor/facilitators have already been reviewed by the Department for Homeland Security for Suitability Clearances. New associate references are checked when they request inclusion in TSC activities and employees are asked if there is anything in their background that would prevent them from obtaining a security clearance. To date criminal background has not been an issue to where we have needed to perform more detailed criminal background checks. All of the instructors proposed for this activity have either a prior or current security clearance and/or a DHS Suitability Clearance.

2. Litigation TSC Team has no pending legal proceedings or business litigation against our firm, any officer, or principal as of the date of this proposal. Neither do the TSC proposed subcontractors.

3. Debarment Neither TSC nor its principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this procurement by any government department or agency.

4. Technology and Data Security

a. Reporting Reports and assessments will be developed internally using Microsoft and Adobe products and retained on an in-house computer system. Should a system be required that NASPO or the Commonwealth need access to, a system will be set up by PBD using Sharepoint. Blended learning systems or Webinars will be conducted using available on-line systems such as Webex or Go-to-Meeting. Needs assessments are conducted using Survey Monkey.

b. Protection of Sensitive Customer Information.

TSC recognizes the need to protect sensitive information where the politics of the situation may be harmful to an individual or organizational entity. Therefore, TSC will ensure that all assessments, evaluations and reports conducted and provided under this contract be coded in such a manner that individual names or organizational entities are not discernible (unless expressly allowed) and only code numbers are referred to in any report or presentation


49


conducted as a result of completing Purchase Order activities. These code numbers will be assigned by the TSC Project Manager who will be the sole repository of the detailed information within TSC. Coding information will be provided to the NASPA ValuePoint Administrator on request with permission of the Participating Entity. In addition, during the contract, any information provided by the participants, if in writing, or any notes completed by the instructors will be treated as sensitive and confidential information and retained in a secure environment and/or password protected. Upon completion of the contract, any information concerning individual participants will be purged from any written files or electronic media operated by TSC personnel. In addition, any consultants assigned under this contract will be required to sign a non-disclosure statement protecting the identity of any individual, or piece of information on any participant or Participating Entity received as a result of this contract. Non-disclosure statements will be available to the NASPO ValuePoint Administrator and/or Commonwealth Strategic Sourcing Officer on request. They will also be asked to sign a certification of non-conflict-of-interest prior to beginning work on this project.


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TECHNICAL PROPOSAL

TAB 3


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Instruction Methodology – Specific Approach for Providing Services Experience has shown us, that training in the world of the adult learner must be interactive, interesting, challenging and relative to the participant to allow for maximum, active learning activities and growth to take place and training outcomes to be achieved. Furthermore, training courses and workshops need to be experiential in nature, and have a relevant customer mission focus, to encourage innovative and critical thinking. TSC recognizes that all participants need hands on activities to experience where possible the processes that drive successful outcomes and focus on doing rather than lecture to achieve positive results. To this end, TSC’s approach to adult learning is to develop courses/workshops in short modules with an experiential focus. This provides maximum hands on activities for the participants and provides us the flexibility to use different modules in different configurations to satisfy customer need. Finally, TSC believes that performance results improve when individuals first acquire the knowledge, competencies and skills and then focus on those capabilities and qualities that build the successful learner. TSC stands ready to support the Commonwealth with high quality training classes in Category b: Project Management Institute Body of Knowledge PMBOK and Category f: Business Competencies. Assumptions: The following assumptions form the basis of this important proposal. The Commonwealth and/or Participating Entities will:

Allow at least 30 days for TSC to schedule resources, make efficient travel plans and print and mail materials prior to course/workshop start date;

Schedule employees into course/workshop sessions and if necessary, reserve the necessary space or conference room facilities where training courses will be conducted;

Schedule a minimum of 15 students for each course with a maximum of 20 students for each class – fewer or additional students may be added at the discretion of the instructor;

Create and distribute communications related to workshop offerings such as date, times and locations;

Accept eVa and Surcharge Adjustment Fee Payments, as required, as an additional cost to each order issued against the Master Agreement;

When using the TSC Credit Card for payment, process payment in a timely manner to avoid unnecessary interest payments by the vendor;

Provide travel funds, as needed, to support course workshop activities;

Negotiate fair and equitable changes in price when customization significantly changes the format, the content, or the structure of the courses/workshops;

Pay additional fees, if optional assessments are desired, as a part of the training course/workshop requirements;

Recognize and accept the addition of reasonable fees associated with security screening for individual instructors if these fees are over and above the cost of completing forms.

1. List of Courses Offered – Titles and Key Competencies

Para 1b. Category Project Management as defined in the PMBOK

While we do not have a published catalogue for PM, TSC offers the full range of courses in the Category Project Management as defined in the PMBOK. The following table contains a list of the Project Management courses for the topic areas, along with a listing of the key competencies addressed and the length of the course. A complete description of each of the 12 instructor-led classroom courses including learning outcomes follows the chart below.


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Commonwealth

Topic Area

Key Competencies TSC Course TITLE # Days

Project

Management

Framework

Interrelationships within the of Project

Management Framework/ Organizational

Influences on Project

Management(Planning, Governance,

Stakeholders, Project Life Cycle)/

Project Management Processes

Course 1: Project

Management Framework

3

Project

Management

Framework

Interpersonal Skills of the Project

Manager/ Teaming/ Leadership

Course 2: The Effective

Project Manager

2

Project

Integration

Management

Developing the Project Charter/ Project

Management Plan/ Management,

Control and Closeout Procedures

Course 3: Managing in a

project management

environment

3

Project Scope

Management

Scope of a Project/ Creating the WBS/

Change and scope control Course 4: Managing the

Scope of a Project

2

Project Time

Management

Developing, Monitoring and Controlling

a Project Schedule, (Knowledge of MS

Project desired)/ Schedule estimating

techniques

Course 5: Scheduling for

Success

2

Project Cost

Management

Cost Estimating techniques/Defining the

Project Cost Baseline/ Earned Value

Management/Cost Forecasting/

Developing a Spend Plan

Course 6: Controlling Cost

in the Project Management

Environment

2

Project Quality

Management

Planning Quality Management,

Understanding Failure Cost/Using

Quality Tools and Techniques/ Statistical

Sampling/ Quality Control

Course 7: Controlling for

Quality

2

Project Human

Resource

Management

Planning the Organizational

Structure/Selecting and Managing the

Project Team/ Defining roles and

Responsibilities/Team Processes/

Conflict Management

Course 8: The Human Side

of Project Management

3

Project

Communications

Management

Communication Skills – Listening,

Questioning, Persuading, Coaching,

Negotiating/Developing a

Communications Plan

Course 9: Effective

Communication in Project

Management

2

Project Risk

Management

Risk Management Process/ Controlling

for Risk – Tools and Techniques/Risk

Analysis and Modeling Techniques.

Course 10: Controlling the

Risk

2

Project

Procurement

Management

Defining the Procurement Process,

Contract Types, Market Research,

Standard Procurement Documentation,

Conducting Procurements-Tools and

Techniques(includes Source Selection),

Managing Procurement Relationships,

Payment and Reporting

Course 11: Integrating

Project and Procurement

Management

3

Project Source Selection Roles and Course 12: Conducting a 3


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PMBOK Program Design: The program is designed for all project managers to begin with the foundational workshop Project Management Framework. Then the project manager can select any of the remaining 10 workshops. In addition, all workshops are independent of one another and are designed to be customized and tailored to meet customer needs:

Instructional Systems Design: Each workshop has these seven components:

1. Outcomes and Identified Key Competencies 2. Introduction 3. Learning Unit(s) 4. Learning Activity(s) 5. Developmental Activities 6. Commitment 7. Resources/Web/Tools 8. Evaluation of Courses – done using Kirkpatrick Level I, II, and III

Course Listing

Course #1 Title: Project Manager Framework – 3 Days

Foundation Module- Recommended for all beginning Project Managers (PM)

Course Topic Area: Project Management Framework

Learning Outcomes:

To Describe the role of the project manager and recognize the responsibilities

and interpersonal needed in the organizational environment;

To Recognize the interrelationships of the project manager, the program

manager, the portfolio manager and the operations manager;

To Explore and Analyze the major organizational influences on project

management as they relate to planning for success;

To Differentiate different organizational structures as they relate to Governance

in the PM environment;

To Identify the major stakeholders and their role in the PM life cycle area;

To Diagram the PM processes associated with the project management life cycle

and their relationship to one another.

Course Description: This is an introductory course to the world of Project Management. It explores the

role of the project manager in the organizational environment, recognizing important interrelationships,

exploring and analyzing major organizational influences and discerning the challenges of governance in

the PM organizational structure. This workshop is designed to provide a big picture viewpoint of project

management and the life cycle processes that it contains.

Procurement

Management

Responsibilities/Defining Criteria/

Source Selection Process. Formal Source Selection

(Developed for US

Department of Education).


54


Course #2 Title: The Effective Project Manager – 2 Days

+ Optional Course Materials DISC = $85/person

Course Topic Area: Project Management Framework

Learning Outcomes:

To Explore the PM role and the interpersonal skills/EQ needed for success;

To Strategically Communicate the organizational vision to align the project

with future goals and objectives and clearly link them to current and future

activities;

To Consider the effect of project change on the organizational strategy;

To Assess the critical PM skill in organizing and managing the PM team;

To Assess team formation and how it can affect the success of the project;

To Create an operative Team Charter to gain team commitment to the

overall project;

To Develop clear strategies/tactics for overcoming obstacles and developing

recommendations.

Course Description: Today’s project managers (PMs) must strategically communicate their

organization’s vision and how their project aligns with organizational goals, objectives and how each

member of the project management team has a role within this organizational environment. Participants

in this course will explore the interpersonal skills that PMs need to develop effective strategies to obtain

team commitment, to handle change and daily operations, and to over-coming obstacles for implementing

the PMs mission and goals. Participants should bring a copy of their organization’s vision, mission and

goals.

Course #3 Title: Managing in a Project Management Environment – 3 Days Course Topic Area: Project Integration Management

Learning Outcomes:

To Create an operational Project Charter;

To Create an effective Project Management Plan that serves as the blueprint

for managing and controlling the project;

To Explore effective strategies for monitoring and controlling project work;

To Recognize how active Configuration Management is the best practice for

effective change management;

To Determine appropriate closeout procedures at the end of a project or life

cycle phase.

Course Description: In order to be effective in a project management organization, PMs need to use

effective tools to document key aspects and strategies of the project management process. These are the

living documents – Project Charter and Project Management Plan, and create a baseline for future

activities and form the basis for effective management and control throughout the life of the project.

Participants will bring a copy of projects Charter (if one exists) or the authorizing document that

establishes the need to form a Project Management Office (PMO). They will assess their project needs

and create a Project Management Plan to form a baseline for monitoring, managing controlling project

resources. They will also explore the effects of good configuration management in controlling and

documenting changes to the project baseline. The action learning focuses on creating opportunities for


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building an operational project management strategy throughout the project life cycle that includes

building relationships with key stakeholders and recognizes the impact of change.

Course #4 Title: Managing the Scope of a Project – 2 Day Course Topic Area: Project Scope Management

Learning Outcomes:

To Realize the importance of Project Scope and how it defines project

requirements;

To Utilize tools and techniques to define and validate the Scope of a project;

To Analyze and diagram a Requirements Traceability Matrix;

To Create an Operative Work Breakdown Structure/Work Breakdown

Dictionary;

To Implement a Change Management Process to control the Requirements

Baseline.

Course Description: Effectiveness and efficiency are important attributes of the project management

process. Effectiveness for the PM is defined in the Scope of the project; efficiency is developed from the

Requirements Traceability Matrix and an operational Work Breakdown Structure. Participants in this

course will explore how to fully define the scope of the project and how a Requirements Traceability

Matrix and an operational Work Breakdown Structure will assist the PM to be effective and efficient.

They will also develop a change management process to control and document changes to the project

baseline. Prerequisite: Managing in a Project Management Environment.

Course #5 Title: Scheduling for Success – 2 Days Course Topic Area: Project Time Management

Learning Outcomes:

To Analyze issues affecting the Project Schedule;

To Describe different schedule estimating techniques and their uses;

To Create a schedule of events using the Critical Path Method/Critical

Chain Method to Ensure project success;

To Develop a plan for monitoring and controlling a project schedule.

Course Description: Creating a realistic schedule of the project management process is essential to

measure progress and ensures the right resources are applied at the right time as the project progresses.

Participants in this course will consider issues affecting a schedule, how to estimate duration, how to

monitor and adjust the schedule as necessary to manage the project. Participants’ knowledge of work

breakdown structures and MS Project and access to computers are required to attend this course.

Course #6 Title: Controlling Cost in the Project Management Environment – 2 Days Course Topic Area: Project Cost Management

Learning Outcomes:

To Analyze environmental factors that affect the cost estimating process;


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To Establish a Cost Management Plan to set ground rules for defining the

cost estimate;

To Explore the different factors of cost included in a valid cost estimate;

To Develop a project cost baseline using the Work Breakdown Structure;

To Explore the concept of Earned Value Management;

To Develop a Spend Plan that assists with cost forecasting, budget control

and controlling expenditures.

Course Description: Cost overruns are always a concern for the Project Manager. Participants in this

course will analyze the issues associated with cost estimating and learn tools and techniques to assist in

controlling cost on a project.

Course #7 Title: Controlling for Quality – 2 Days

Course Topic Area: Project Quality Management

Learning Outcomes:

To Appraise a project to determine the necessary level of quality assurance;

To Develop a quality management plan to ensure customer satisfaction;

To Explore the use of the 7 basic quality tools;

To Use statistical process control in the measurement of product quality.

Course Description: Quality is an essential element in any product or service managed by the PM.

Participants in this course will learn through exercises and case studies the basics of quality management,

and the use of basic quality tools and methods to conduct quality assurance through monitoring,

measuring and controlling for quality in a product or service.

Course #8 Title: The Human Side of Project Management - 3 Day- Optional Course Materials DISC = $85/person Course Topic Area: Project Human Resource Management

Learning Outcomes:

To Organize the Project Management Office for successful project

execution;

To Build constructive, trusting relationships with colleagues at all

levels;

To Develop high performance employees—includes an organization

profile for hiring the right staff with the right competencies and an

employee recognition system;

To Use informal networks and teams to achieve organizational goals.

Course Description: Since most work is accomplished with and through others, it is critical to

learn teambuilding skills. This workshop focuses on how to build trust, to collaborate, and to

learn to effectively progress through the phases of team development. Participants will apply

principles of team development in building a successful PMO.


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Course #9 Title: Effective Communication in Project Management – 2 Days

+ MBTI – Optional Cost = $50/person

Course Topic Area: Project Communications Management

Learning Outcomes:

To Use the skills of listening, questioning, persuading, coaching and

negotiating for project success;

To Analyze and create an effective Communications Management Plan.

Course Description: This workshop’s focus is on the skills of listening, influencing and

negotiating to assist PMs reach win-win outcomes. The role of trust is highlighted in this

workshop. Participants will also learn how to construct an effective Communications

Management Plan to facilitate the flow of information within the PMO and between the PMO

and principle stakeholders.

Course #10 Title: Controlling the Risk – 2 Days

Course Topic Area: Project Risk Management

Learning Outcomes:

To Assess the risk inherent in a project;

To Use risk management tools and techniques to prioritize, monitor and

track the risk inherent in a project;

To Analyze methods to control risk in a project;

To Present the results of a risk management assessment.

Course Description: This workshop sensitized the participant to the full range of risk inherent in a

project and provided tools and techniques for prioritizing, monitoring, controlling and tracking risk in a

project. Participants will also practice presentation skills in presenting a risk management assessment of a

project.

Course #11 Title: Integrating Project and Procurement Management – 3 Days

Course Topic Area: Project Procurement Management

Learning Outcomes:

To Define the phases of the procurement process;

To Employ the appropriate contract type in implementation of a project;

To Conduct market research in contract management decision-making;

To Design an effective procurement strategy;

To Manage procurement relationships;

To Develop an effective payment and reporting system.

Course Description: In today’s environment, it is not unusual for a PM to be assigned to a project that is

acquired from an experienced vendor. In addition, the PM may be supported in this process by a

procurement expert who is conversant with the rules and laws affecting procurement actions. This

workshop is designed to provide a complete overview of the procurement process from the PM


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perspective and the PM role in developing an effective procurement strategy. It also addresses the role of

the PM in the execution of the contract.

Course #12 Title: Conducting a Formal Source Selection – 3 Days

Course Topic Area: Project Procurement Management

Learning Outcomes:

To Determine the roles and responsibilities of the formal Source Selection

process;

To Define discriminating evaluation factors and rating systems;

To Conduct a fair proposal evaluation;

To Conduct discussions, select the best value proposal and document the

results.

Course Description: This workshop is a series of module designed to plan, strategize and implement a

formal source selection as defined by the Federal Government. Participants are walked through the

process and learn to select and evaluate proposal discriminators to ensure that the best value proposal is

selected.

1f. Category Business Competencies TSC offers a wide range class room courses in the business development area and specifically in leadership development capable of meeting Commonwealth and Participating Entity competency requirements. The following table contains a list of the Business courses for the topic areas, along with a listing of the key competencies addressed and the length of the course. A complete description of each of the 17 classroom courses, including learning outcomes, follows the chart below.

Commonwealth

Topic Area

Key Competencies TSC Course TITLE # Days

Adult Learning Interactive Action & Adult Learning

Principles/Styles & Bloom’s

Taxonomy

Course #1: Adult Learning

Theories, Strategies &

Applications

3

Budgeting/

Accounting

Financial Skills

& Reports for

Procurement

Business Vocabulary and Cost-

Planning/ Basics of Finances/ Reports

and Accounting

Course #2: Business Acumen –

Financial Management

3

Business

Communications

Communicating/Effective Listening

and Interacting/ Dialogue/Values/

Active Listening/Collaboration/ Tact/

Diplomacy & Persuasion

Course #3: Dynamic

Communications & Diplomacy

and the Art of Persuasion

3

Business Ethics Trust, Respect, and Ethics/Values and

Moral Compass Course #4: Leading Ethically

and with Integrity

2


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Business Law Legal Issues Course #5: Introduction to

Business Law & The Uniform

Code

2

Change

Management

Change Management and

Communicating/ Change Readiness,

Adaptability, Resiliency and Coping

Course #6: Navigating and

Championing Change &

Building Resiliency

3

Critical,

Creative and

Complete

Thinking

Critical Thinking/Analytical

Thinking/ Problem-Solving /Analysis

and Mind Mapping/ Creativity,

Ingenuity, Innovation and

Entrepreneurialism

Course #7: Thinking

Critically, Creatively and

Analytically

3

Coaching Coaching Skills- Active Listening,

Giving Feedback, Asking the Right

Questions & Knowing How To

Motivate and Work with Others +

Applying the Situational Leadership

Model and the GROW Model of

Coaching

Course #8: Leading, Coaching

& Delegating Effectively

2

Decision-making Courage and Decision-making/

Demonstrating Flexibility and

Decisiveness

Course #9: Making Effective

Decisions & Demonstrating

Flexibility and Decisiveness

2

Economics Basic Economic Terms and

Introduction to Economics Course #10: Basic Economics 2

Human

Resource Skills

& Public

Administration

Setting Performance Standards,

Creating High Performing

Organization, Optimizing, Evaluating

and Utilizing/Accountability/

Leveraging Diversity

Course #11: Driving

Organizational Performance

3

Leadership TRUST/Integrity/ Emotional

Intelligence /Developing Leaders to

Develop Others/ Leading from

Strength and with Respect Leading

with Wisdom and Enthusiasm

Course #12: The Foundations

of Leadership & Other Key

Leader Strategies &

Competencies

3

Management

Theories

Utilizing Management Theories and

Applying them to Today’s Changing

Environment – Adaptive & Values

Leadership

Course #13: Management

Theories & Applications

2

Organizational

Behavior

Organizational Effectiveness and

Planning/ Cultural and Organizational

Awareness and Political Savvy

Course #14: Effectively &

Efficiently Operating the

Organization

3

Presentation

Skills

Know your Audience, Presentation

Skills, Body Language, Tone &

Visuals

Course #15: Effective

Presentation Skills

3

Strategic

Thinking

Visioning, Goal Setting (Priorities),

Developing Strategies and

Assessment/ Strategic Planning and

Strategic Thinking/ Entrepreneurship

Course #16: Leading

Strategically with Vision

Developing and Executing

Strategic Plans

3

Team Building/

Group

Recognizing Delegating/ Teamwork

and Using Networks/ Conflict Course #17: Empowering

Others and Growing Leaders/

3


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Business Competency Course Design: TSC Business competency courses are designed in modular formats that can be organized in different configurations to meet customer needs. They consist of a collection of 30 modules that can be customized and tailored to meet different levels of management as well as individual employees. Finally, developmental modules are built into the curriculum as an add-on optional feature in order to provide more skill building of the key competencies identified in that module. For example, a recent customer desired a teaming course but asked for this to be used in their operational environment. In discussions with the customer we were able to structure a module of their operational environment and then use that environment as a basis of the follow-on exercises and tailored the modules of team building and group dynamics to meet their needs.

Instructional Systems Design: Each workshop has these seven components:

1. Outcomes and Identified Key Competencies 2. Introduction 3. Learning Unit(s) 4. Learning Activity(s) 5. Developmental Activities 6. Commitment 7. Resources/Web/Tools 8. Evaluation of Courses – done using Kirkpatrick Level I, II, and III

COURSE LISTING:

Course #1 Title: Adult Learning Theories, Strategies & Applications – 3 Days

Course Topic Area: Adult Learning

Learning Outcomes:

To Utilize the five types of learner outcomes;

To Explain the implications of learning theory for instructional design;

To Incorporate adult learning theory into the design of a training program;

To Describe how adult learners receive, process, store, retrieve, and act upon information;

To Discuss the internal conditions (within the learner) and external conditions (learning environment) necessary for the trainee to learn each type of capability;

To Explain the four components of program design: course parameters, objectives, lesson overview, and detailed lesson plan;

To Apply Adult Learning Principles to a learning situation.

Dynamics Management/Polarity Fostering Collaboration and

Teambuilding


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Course Description: Training is the facilitation of learning in the workplace. Learning must occur for training to be effective. The workshop defines adult learning and highlights major need adult learning theory principles. As part of adult learning, the learning process, involving internal processes and external processes are discussed along with the basic process of instructional design. Important elements of instruction include making the learner aware of why he/she should learn, styles of learning, making the content meaningful, providing opportunities for practice and feedback, a logical program and an environment conducive to learning. Finally, the workshop addresses the preparation of the training site and program design. The workshop engages participants in developing the design document, program and course objectives, a lesson plan overview, and a detailed lesson plan for adult learners.

Course #2 Title: Business Acumen – Financial Management – 2 Days

Course Topic Areas: Budgeting/ Accounting Financial Skills & Reports for Procurement

Learning Outcomes:

To Link an insightful assessment of the external business drivers and Ask the right questions;

To Execute the strategy to deliver the desired results;

To Optimize people, technology, facilities, time, and money to meet organizational goals;

To Evaluate how and when to integrate goals with effectiveness verses efficiency through identifying critical success factors;

To Utilize the sustainability advantage. Course Description: A key component of effective leadership is cost-effective planning, budgeting and implementation of projects that directly address the organization’s mission and functions. Participants will learn a process to obtain and analyze financial information and requirements to achieve mission critical results, along with focusing on capturing and key financial data and reporting requirements. And, since over 80% of organizations, people-related expenditures constitute 75% or more of their organization’s budget, it is critical that we understand how to integrate financial planning into our daily work. A model for identifying Critical Success Factors in an organization is introduced and participants begin to develop factors for use by their team. Sustainable advantages are also presented in order for managers to be more effective in managing financial resources in today’s environment. Course #3 Title: Dynamic Communications & Diplomacy and the Art of Persuasion – 3 Days Course Topic Area: Business Communications

Learning Outcomes:

To Interact effectively with all internal and external stakeholders;

To Balance and Disseminate the right amount of information and level of information for the intended audience;

To Identify, eradicate and overcome barriers to communication/ engagement and collaboration;


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To Develop effective plans and strategies for negotiating;

To Negotiate and Influence for a win-win solution;

To Use tact, diplomacy, dialogue in the art of persuasion.

Course Description: Leaders spend up to 80% of their time communicating in one fashion or another. This workshop explores the outcomes of good and bad workplace conversations. Participants will learn effective proactive listening techniques, learn and practice the four steps of a high-impact, high-commitment workplace conversation, and practice a BCA (Behavior, Correction, Attitude) conversation. This course will help leaders to build and strengthen effective communication skills and provides tools and techniques for leaders to communicate in a variety of situations. Finally, this workshop also focuses on influencing and negotiating and learning a process for both that will help leaders reach win-win outcomes. Leaders will learn and practice the six effective steps for influencing for win-win outcomes and learn to conduct a principled negotiation, along with the art of persuasion. Course # 4 Title: Leading Ethically and with Integrity – 2 Days Course Topic Area: Business Ethics

Learning Outcomes:

To Review the relationship between core values, ethics and trust and how organizations define their core values;

To Examine the ethical issues of decision-making while using the four basic ethical frameworks;

To Examine the relationship of ethics to leadership;

To Use the behavioral and attitudinal precursors to trust to build trusting relationships.

Course Description: Leadership is executed through relationships with people, and those relationships depend on trust. Participants in this course will examine the foundations of trust, align their intentions with ethical behaviors and habits that communicate integrity to others, and demonstrate how to lead and model ethical behavior in their organization. Participants will explore fundamental ethical concepts, ethical frameworks, and the relationship of ethics to core values and how ethics impact decisions and the organization and leadership.

Course #5 Title: Introduction to Business Law & the Uniform Code – 2 Days

Course Topic Area: Business Law

Learning Outcomes:

To Provide a foundation of business law & the Uniform Commercial

Code;

To Learn where to find business law Uniform Commercial Code

regulations;

*To Recognize the requirements and limitations of specific laws

identified by the customer.


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Course Description: This course will provide an introduction and foundation of business law covering the basic regulations and topics found in the Uniform Commercial Code and how to find the regulations that cover key business law topics in the code and to be finalized with customer input. This course is tailored to specific customer needs.

Course # 6 Title: Navigating and Championing Change & Building Resiliency – 3 Days

Course Topic Area: Change Management

Learning Outcomes:

To Value and Promote change for growth;

To Utilize change management best practices;

To Effectively lead change and manage conflict;

To Assess your ability to cope with change/stresses;

To Assess your change readiness;

To Review coping mechanisms that provide you with ways to build your resiliency.

Course Description: Today’s organizations are dynamic, always adapting to new social forces, technology, and regulations. Many professionals have come to expect change, but that doesn’t mean your changes will be embraced or carried out with enthusiasm and flawless execution. In this course, participants will examine past organizational changes through the lens of best practices research to learn how to replicate their successes and learn from their experiences. Participants will also focus on how different individuals are able to cope with change better than others and how to manage conflict in change management. Finally, the course provides tools for assessing change readiness and ability to cope with change, and provides a framework for understanding comfort zone in terms of constant change and provides ways to build resiliency in order to better cope with change and stressors.

Course # 7 Title: Thinking Critically, Creatively and Analytically – 3 Days

Course Topic Area: Critical, Creative and Complete Thinking

Learning Outcomes:

To Break-down complex issues into manageable pieces and systematic examination of the thinking process;

To Select examples of methods that can be used to evaluate data;

To Apply appropriate inductive reasoning methods to generate recommendations;

To Analyze complex issues in order to identify and solve problems in a variety of contexts;

To Use and Apply mind-mapping tools;

To Move beyond your own Paradigms;

To Lead workplace innovation.


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Course Description: Critical thinking involves asking the “right” questions. This course will take participants through the Socratic Method and will build skills for inquiry, for differentiating issues, and for applying inductive reasoning. Problem-solving and mind-mapping are tools and techniques used in many organizations to structure the identifying and solving of problems. This session will engage participants in problem-solving activities which demonstrate techniques for focusing on identifying the “correct” problem and then offering creative thinking solutions. Participants will learn to add the dimension of creativity to assess risk factors. The interactive activities in this workshop will translate into workplace creativity, ingenuity, and entrepreneurial skills. It all comes together in the final activity when participants engage in an interactive exercise to make critical decisions and apply their reasoning and creative/critical thinking.

Course # 8 Title: Leading, Coaching & Delegating Effectively – 2 Days Course Topic Area: Coaching

Learning Outcomes:

To Assist staff to reach higher levels of performance through trust, delegation, participation, and coaching;

To Recognize and Develop leadership potential in the workforce;

Utilize Empowerment/Engagement Principles to engage others;

Learn and Effectively Apply the Situational Leadership Styles;

Use and Apply the GROW Model of Coaching to staff and in the

development of others.

Course Description: To be an effective leader, one must learn to delegate and learn to let others lead through the empowerment of others. Empowering others challenges leadership skills in communicating, listening, planning, decision making, and problem solving. Empowering others will help build rapport and create productive relationships. This in turn will assist staff in reaching higher levels of performance through trust, delegation, participation, and coaching. Participants will learn and practice the six steps of successfully empowering leaders and how to apply the GROW model of coaching. Course #9 Title: Making Effective Decisions & Demonstrating Flexibility and Decisiveness – 2 Days Course Topic Area: Decision-making

Learning Outcomes:

To Integrate perspective and input of stakeholders and authoritative sources to make informed, timely decisions using the best information available through an assessment of Decision making models;

To Assess your own decision making style and learn how to make more effective decisions;


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To Assume responsibility for decisions and/or decision making and help you build commitments;

To assess how to adjust your decision making style;

To Make decisions which can respond with speed and conviction to changing organization conditions;

To Make decisions which can readily accommodate the needs of a project, stakeholder, or situation.

Course Description: Making decisions is a critical part of responding to new and changing workplace demands. Understanding your own decision-making process is very useful. Learn how your decision-making style impacts your ability to be flexible. Utilize a proactive model which demonstrates how to quickly adapt your decision-making style to changing circumstances in the workplace. Furthermore, effective leadership is about making effective decisions in a timely fashion. Participants in this course will assess their decision-making style and then apply different styles to various decision-making situations. One of the key Action Learning units will engage the participants in a process that exposes them to the issues of “group think.”

Course #10 Title: Basic Economics – 2 Days

Course Topic Area: Economics

Learning Outcomes:

To review basis economic terminology;

To learn basic economic theory and applications.

Course Description: This course covers an introduction to economic terminology, basic economic theories and practical applications to the workplace.

Course #11 Title: Driving Organizational Performance – 3 Days

Course Topic Area: Human Resource Skills and Public Administration

Learning Outcomes:

To View a diverse workforce as an asset;

To Manage and Value differences across cultures and generations;

To Set and Maintain high standards of individual and organizational performance;

To Create a climate that motivates and empowers employees to meet stakeholder needs and achieve organizational goals;

To Develop high performance employees—includes an organization profile for hiring the right staff with the right competencies and employee recognition;

To Demonstrate how building a high performance organization makes organizations more effective and efficient;


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To Identify and Simulate planning and Human Capital/organizational strategies for success tied to organization’s vision, mission and strategic goals and plans;

To Focus on what makes organization’s workforces highly productive and to develop a plan for creating a high performing organization.

Course Description: Participants in this workshop discuss and learn concepts and theories of high performance individuals and organizations. These concepts and theories are transferred into practical solutions for real-life workplace situations. Leaders will also learn to see how valuing differences is related to innovation and productivity in the workplace and how effectively leading a multi-cultural and/or a multi-generational workforce can stimulate creativity, generate commitment, help produce a better product, and provide a variety of alternative solutions to workplace challenges. The course highlights specialized strategic human resources functions. This course examines how human resources can formulate and implement unified, comprehensive and integrated decisions to attain organizational goals and effectiveness in partnership with top management. It illustrates the philosophy, policies, programs and trends for effective human resource management. It also provides the framework and process for managers to use in development of a Strategic Human Capital plan for an organization and to understand the key considerations of what is required to develop a high performance organization.

Course #12 Title: The Foundations of Leadership & Other Key Leader Strategies & Competencies – 3 Days Course Topic Area: Leadership + MBTI – Optional Cost = $50/person

Learning Outcomes:

To Demonstrate how and why trust is critical to being a leader;

To Recognize how relationships and personal values are key to effective leadership;

To Know ourselves, Maintain control and Take responsibility for our emotions;

To Embrace a vision and Demonstrate resolve;

To Model appropriate behaviors and emotional intelligence;

To Recognize your strengths and weaknesses;

To Reflect upon ways to improve oneself;

To Apply leadership principles to get things done through others;

To Effectively Apply leadership styles and power to different

workplace situations.

Course Description: The role of trust in any leadership position has never been more critical or visible as in today’s workplace. This module begins building a foundation for leadership trust at all levels. Leaders in this workshop will learn the importance of trust in a leader, and the behaviors of trust in action. Evaluating trust building characteristics and the gateways to trust are continuous learning themes. Leaders will assess the relationship of trust to leadership competencies throughout the workshop. This course also focuses on the individual and helps each of us understand ourselves better. It provides tools for assessments of our leader


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strengths and weaknesses. It helps to provide a framework for a reflective journey to grow as a leader. And it spells out how to take action for ourselves through self-coaching in a transformative way in which our awareness, commitment and practice helps us sustain personal growth. This workshop highlights the ongoing importance of trust in the workplace and identifies strength themes from the current literature. Leaders will have the opportunity to receive feedback on their application of an individual strength. The workshop focuses on emotional intelligence and demonstrates that when we are emotionally intelligent (EI) or learn to be so, we let ourselves be informed, but not ruled by our emotions. EI needs to guide our decision-making in order for us to successfully navigate life and work. They need to be in balance for us to be most effective. To be in balance with our emotions and to be able to successfully lead others, we need to learn more about our emotions rather than ignore them. This course provides information, activities and dialogue to allow individuals to understand themselves and what it means to be emotionally intelligent and then how to use EI as a leader to inspire others. Course #13 Title: Management Theories & Applications – 2 Days

Course Topic Area: Management Theories

Learning Outcomes:

Review and compare and contrast the basic principles of the Six Management Theories;

Apply the theories to the modern work place and situations.

Course Description: Managing humans is still something that computers and robots cannot yet do. For this reason, proper management is vital to every organization's success. This workshop will cover the six major management theories which provide the framework for effective management strategy and are implemented in modern workplaces. These theories are used as a basis to motivate and bring the best out of employees. Furthermore, it's commonplace for managers to use more than one theory in order to achieve productivity or organizational goals. Because it is important for managers to understand these different theories and know how to implement them, this work shop will cover the basic premises and how we can apply the principles of these six most popular management theories:

1. Scientific Theory by Frederick W. Taylor 2. Administrative Theory by Henri Fayol 3. Bureaucratic Theory by Max Weber 4. Human Relations Theory by Elton Mayo 5. Systems Theory by Ludwig con Bertalanffy

6. X&Y Theory by Douglas McGregor Course #14 Title: Effectively & Efficiently Operating the Organization – 3 Days

Course Topic Area: Organizational Behavior

Learning Outcomes:

To Clarify what the organization needs to accomplish;

http://www.business.com/management/management-theory-of-frederick-taylor/

http://www.business.com/management/management-theory-of-henri-fayol/

http://www.business.com/management/management-theory-of-max-weber/

http://www.business.com/management-theory/human-relations-management-theory-basics/

http://www.business.com/management/management-theory-of-douglas-mcgregor/


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To Develop clear strategies/tactics for overcoming obstacles and developing recommendations;

To Integrate perspective and input of all stakeholders and authoritative sources to make informed, timely decisions;

To Know and appreciate the organization’s culture and history;

To Navigate organizational, social, and political relationships within the organization – political savvy.

Course Description: Effectiveness and efficiency have become “buzz” words for leaders’ role as a manager in today’s organizations. Participants will conduct a Stakeholder Analysis of their organization and they will develop a Responsibility Chart for strategically linking future decisions in their organizations to mission, goals and objectives. Participants will bring a copy of their organization’s mission, goals and objectives. Organizations all have their unique culture and history that impacts human behavior in their organizations. Participants will navigate organizational structures, cultures, values, and dynamics to appreciate and apply their understanding to managing human behavior in their organization. They will extract the “best” pieces, practices, norms and parts with a view to integrating them into the future of their organization.

Course #15 Title: Effective Presentation Skills – 3 Days

Course Topic Area: Presentation Skills

Learning Outcomes:

To Tailor your presentation to your audience;

To Use relaxation techniques to overcome nervousness/stress;

To Use visual aids and support materials;

To Project your voice and use pauses to dramatize your point;

To Expertly handle difficult questions and situations;

To Communicate with clarity and conviction;

To Gain confidence in your presentation skills. Course Description: This work shop covers a number of topics to provide expertise, practices and feedback to participants who will develop and deliver a presentation. Some of the key topics include: balancing verbal and nonverbal messages; practicing nonverbal impact skills to reduce nervousness and to engage the attention of listeners; making content clearer and more memorable; developing and organizing presentation content; creating an audience profile and set presentation parameters; preparing to give a presentation; tips on rehearsing, adhering to a time frame and speaking from notes; learning how to reduce stress and speaker’s anxiety; using visual aids and support materials; handling questions from the audience; managing the presentation environment – including understanding the advantages and disadvantages of different room setups and to be able to anticipate, avoid and handle equipment problems.


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Course # 16 Title: Leading Strategically with Vision Developing and Executing Strategic

Plans – 3 Days

Course Topic Area: Strategic Thinking

Learning Outcomes:

To Express a compelling vision of future goals and objectives and

clearly link them to current and future activities;

To Clarify what the organization needs to accomplish;

To Handle wave after wave of overlapping change;

To Develop clear strategies/tactics for overcoming obstacles and developing recommendations;

To Develop short and long range plans to fulfill the organization’s mission, values, and goals;

To Evaluate strategic drivers and barriers – internal and external to the organization.

Course Description: The strategic plan is the focus of this workshop it involves strategically aligning the organization’s objectives and initiatives to the goals, turning the initiatives into an action plan, determining measurements, and creating targets. Participants are instructed to bring copies of the vision, mission, and goals statements of their organization in order to use the suggested template in creating a matrix for executing strategic plans. Today’s leaders must strategically communicate their organization’s vision so that employees have a clear understanding of organizational goals, objectives and how they link to each employee’s role in the organization. Participants in this course will develop strategies to focus on the organization’s vision while handling change, daily operations, and over-coming obstacles for implementing the organization’s vision, mission and goals. Participants should bring a copy of their organization’s vision, mission and goals.

Course #17 Title: Empowering Others and Growing Leaders/ Fostering Collaboration and

Team Building – 3 Days

Course Topic Area: Team Building/Group Dynamics

+ Optional Course Materials DISC = $85/person

Learning Outcomes:

To Build constructive, trusting relationships with colleagues at all levels;

To Recognize differences in communication styles and values;

To Learn How to Use Tools to Engage Others in Meaningful Dialogue;

To Identify/overcome & eradicate barriers to engagement & collaboration & implement strategies to meet these challenges and build teams;


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To Approach conflict, resistance, and disagreement constructively, refraining from personal attacks and excessive emotion;

To Determine how to maximize polarity issues, differences, and conflict.

Course Description: Since most work is accomplished with and through others, it is critical to learn teambuilding skills. This workshop focuses on how to build trust, to collaborate, and to learn to effectively progress through the phases of team development. Participants will apply principles of team development in engaging activities. Participants will assess their personal communications style and values and use dialogue to communicate differences. And, because conflict is a natural outcome in teams, participants will identify types of conflict and use a polarity framework, to diffuse situations and maximize polarity in their teams and interactions with others who have different points of view. This will result in focusing energy on positive outcomes involving all parties and building the team.

Instructional Workbooks

TSC develops participant workbooks for each of the above courses. They are designed to follow the learning module learning units and learning activities, to include a listing of follow-up activities, as well as a bibliography for sources and resources on the learning objectives for current and continuous learning opportunities. TSC provides each instructor with an Instructor Guide, copies of the handouts or Power Points (if needed- these are kept to a minimum), and a participant workbook. The Instructor Guide not only lays out the course objectives but provides the estimated timeframes for each of the learning units, activities, and other course requirements.

Learning Style Adaptation and Section 508 Compliance

TSC ensures that all course materials are not only Section 508 compliant but meet the different learning styles of course participants. During instructor-led courses, training articles/exercises (individual or group)/case studies, simulations/role play exercises presented are also read and discussed orally; those that need verbal discussion have an opportunity to express their opinion through exercises and open discussion; and those who have a preference for a kinesthetic style will benefit most from the hands-on activities and practices built into the courses.

Course Delivery TSC stands ready to support the Commonwealth and Participating Entities. Our courses can be broken into modules that can be scheduled at different times or used consecutively to fit within the required and optimal timeframes. TSC proposed instructors for this requirement are fully capable of delivering all of the modules and courses. However, should instructor substitutions become necessary, TSC has a cadre of instructors they can call on to step in on short notice. In the event that part of a course requires a specific certification or expertise not owned by the primary instructor, a secondary instructor will be assigned as a part of the instructor team to cover the specific requirements. Should it become necessary to assign a new instructor to the cadre, they will not be assigned until TSC is satisfied that they are fully conversant with TSC modules/courses and are approved by the NASPO Administrative representative. TSC recognizes that class sizes may vary based on need and will work with the Commonwealth representative(s) to ensure that needs are satisfied.


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The Commonwealth/ Participating Entities/NASPO

Responsibilities

TSC responsibilities Quality Check

Determine optimal timeframes Comply with optimal time frames Customer satisfaction

Review resumes of any potential substitute and provide approval prior to course start

Provide personnel as described in proposal. Minimal substitutions must meet contract Standards and Fairfax County approval

Approved substitutions receive good ratings from the participants.

Provide basic equipment for courses including computer to show slides. Access will be granted two weeks prior to course start date for testing purposes.

Provide technology requirements and support for testing two weeks prior to course start date based on equipment availability.

Requirements submitted on time and testing successful.

Provide Participant Rosters to TSC and Pre-work to participants prior to course start date (1 week prior preferred).

Obtain an accurate signed participant roster based on the attendance of the actual participants (e.g., substitutes noted).

Appropriate personnel receive credit for completing the course

Provide an updated participant roster and attendance sheet at course start.

Obtain signatures on the attendance sheet before the end of class noting if participants, come late, leave early, or fails to show up.

Appropriate personnel receive credit for completing the course

Provide evaluation forms for completion by each participant at the end of the course.

Obtain completed evaluations from each participant at the end of course and returned to ODTD.

Complete set of evaluation forms submitted after each course.

Inform TSC if an instructor does not receive an 85% satisfactory rating.

Meet with the instructor to discuss evaluation comments. Ensure next session obtains higher ratings.

Above 85% satisfactory ratings for instructors.

Receive documentation requirements within 30 days of course completion.

Provide a course closeout summary (1 or 2 pages) at completion of any course or intervention, rosters, evaluations, invoices (within 30 days) and any changes in contractor information.

Quality documentation is submitted on time and meets the approval of the Commonwealth and Participating Entities without revisions.

Notify TSC if the desired class size is not being met and /or the class is cancelled. (At least 48 hours prior to class start is necessary due to travel).

Notify the instructor and cancel or, reschedule the class as required by the Commonwealth and Participating Entities.

Cancellation and rescheduling is achieved in a timely manner.

Notify TSC when a blended course is desired.

Take appropriate action to design and conduct a blended course ensuring that any copyright laws and requirements are adhered to.

The Commonwealth and/or Participating Entities approve design and conduct of blended course. Course is conducted successfully.


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Contact contractor staff for consultation between 8:00AM and 5:00 PM EST, Monday through Friday as needed for information.

Ensure availability of appropriate personnel to provide information as needed.

Customer satisfaction

Receive monthly statistical reports and an annual tabulated report. Format will be provided by the Commonwealth and/or by Participating Entities.

Submit monthly and annual reports as required by the Commonwealth and/or Participating Entities.

Reports are accurate and received on time.

TSC agrees to adhere to the other provisions of the solicitation in any resulting contract.

2. Customization TSC is experienced at customizing courses. All of our courses are built in modules that can be tailored and arranged in different configurations to meet individual customer needs. We have customized courses for all of our federal clients and we can easily pull together different modules from the courses listed above to provide customized courses for users of this contract. One example of a very customizable course is a Leadership course (see box below for description) that TSC built for the Science and Technology Directorate of DHS. This course pulls together the topics of leadership, organizational behavior and management theory in an action learning course that is 4 days delivered over 6 weeks – a portion of this was conducted in webinars and some in person with executive coaches involved along the way.

Course Development Process and Assumptions

Today’s environment requires approaches to learning that start and end with a sharp understanding of the multiple ways adults learn and the principles of adult learning theory. That means course designers need to know how and when to blend classroom, technology-based and on-the-job learning into a cohesive model, in order to best prepare employees to address critical business and customer needs. Our training professionals understand the challenges of customizing training programs and learning programs for the adult learner. Furthermore, the team’s strategy to Course and Curriculum development also recognizes key differences between classroom-based and technology-mediated learning. Our team has individuals dedicated and focused on research and development of innovative learning content, processes and leading-edge methodologies which will ultimately drive improved organizational results using various state-of-the-art learning and support formats. To that end, our instructional

Topics Key Business Competencies Course Title # Days

Customized course: -Leadership, Organizational Behavior & Management Theory

Personal Modeling, Personal Values, Personal Communication Principles, Empowerment at Every Level.

Course #18: Modeling the Way – Customized Course

4


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design approach focuses on interactive, learner-centered content. The following is a model of the Team Learning Approach in which TSC focuses on the needs of the adult learner:

The table below outlines how the breadth of TSC’s learning approaches can be utilized to meet different learning goals:

Learning Goals Physical

Classroom Collaborative and Social Learning

Knowledge/Skill Assessment

Behavior observation

Case Studies

Team Exercises

Access to “Look-up” Knowledge

Participant Workbooks

Social networking

Acquire “Must Know” Knowledge

Lecture

Problem scenarios

Performance Plans

Collaborative Activities

Create and Share Knowledge

Workshops Communities of practice

Develop Skill Facilitated simulation

Virtual coaching and mentoring

Interactive video

Practice Skill Simulation Role Play


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The TSC team can develop and deliver instructor-led training in several different formats; mini-lectures, interactive workshops, and demonstrations with the opportunity for learners to practice. This training can be provided in a traditional classroom or virtually, utilizing video-conferencing tools. Our trainers have facilitation and teaching skills and are trained to utilize different methods to engage learners and embrace different learning styles. Instructor led training (ILT) provides participants opportunities to exchange ideas and gain insight from peers, many of whom face similar challenges, while learning from experienced instructors. We design and develop ILT to allow participants to see and practice skills that they can implement the same day to enhance their productivity.

Instructors

TSC understands the specific skill sets needed to develop and deliver customized training and learning solutions and carefully choose our personnel based on their skills, knowledge, experience and certifications to meet all the requirements of TSC contracted projects.

Relevant Certifications and Memberships

Certified Performance Technologist (CPT)

Secondary Education Certification

Instructional Design & Technology Diplomas

& Degrees

Adult Education Certification

International Society for Performance

Improvement (ISPI) Member

National Contract Management Association

(NCMA) Member

International Association for Continuing

Education and Training (IACET) Member

(not an Authorized Provider at this time)

American Society for Training and

Development (ASTD) Member

Six Sigma Certifications

Professional in Human Resources (PHR)

Certification

Senior Professional in Human Resources

(SPHR) Certification

Global Professional in Human Resources

(GPHR) Certification

TSC has a pool of experienced subject matter experts and experienced instructors that can design develop and execute custom courses to address the categories listed above by the Commonwealth and Participating Entities. Many of our instructors have a Master’s Degree or higher level of education and are well versed in needs of the adult learner. They retain currency in their fields through continuous research and other teaching and professional activities. Many are also University Professors teaching in the areas of their expertise.


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Description of Key Consultants, Trainers and Coaches Capabilities

Most of our instructors have prior government experience or have previously worked with government entities. As such, they understand the need to create a safe learning environment where participants can discuss issues freely and openly; and practice new behaviors and learn from their mistakes without fear of retribution. Upon award of contract, our instructors, if not already knowledgeable, will be schooled in appropriate competencies, business environment, diversity and culture. Our instructors recognize the value of knowing their client and their audience. Developed courses will be presented in a clear and straightforward manner focused on respecting the diversity of the participants. (See Appendix A for Resumes of key personnel) can be found in Appendix A

Instructors/

Consultants

Instruction

Experience

DISC Human Centered

Design

OPM Innovation

Lab

Project

Mgmt

Masters

or higher

Conflict Resolution

Techniques

Dr. Susan Grunin X X X X X X

Dr. MJ Hall X X X X X X

Dr. Geri McArdle X X X X

Dr. Kim Graham (CTS)

X X X X

Rebecca Bates X X X

Barbara Hulick X X

Lori Barbee X X X

Dr. Kerry Joels X X X X X

Beverly Mease -Buxton

X X X

Dr. Beryl Harman X X X X X

Dr. Elizabeth Harwood

X X X X X

Instructors/

Consultants

Key Experiences

Government Experience.

Team Building/

Facilitation

YRs Leadership

Development

360 Certified

MBTI Certified

EQi Qualified

Dr. Susan Grunin X +30 X 15+ X X X

Dr. MJ Hall X +30 X 15+ X X

Dr. Geri McArdle X +5 X 5+ X X

Dr. Kim Graham (CTS)

X +20 X 15+ X


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*Ms Barbee has worked with Government Agencies not specifically for Government Agencies

3. Course Design

TSC has extensive experience with the design and development of courses for project, procurement and contract management. Dr. Harman, TSC Strategic Director, is certified DAWAII Level III in Procurement and Program Management and is a Certified Public Contracts Manager by the National Contract Management Association. She is retired from the US Department of Defense and is a former research director and program manager instructor for the Defense Acquisitions University. Two years ago Dr. Harman rewrote a full range of contracting/program management courses for the Department of Homeland Security and assisted Dr. Grunin worked in designing a procurement and project management assessment process for the Veteran Administration Acquisition University. In the past year, Dr. Harman designed and delivered a series of just-in-time contracting modules for the US Department of Education. She also teaches courses for acquisitions and contract staff at Webster University. Dr. Harman in addition to the Quality Lead will provide instructional direction on all Project Management Courses/Workshops. Dr. Grunin, in turn, designed and delivered leadership courses and conducted a needs assessment for the Acquisitions Directorate of the US Department of Interior. Dr. Grunin will provide instructional direction on all Business Competency Courses/Workshops. Thus, TSC leadership has extensive knowledge of the needs and professional development requirements of procurement and contract management professionals. Furthermore, Dr. Grunin is a certified instructional systems Designer and a certified Executive Coach.

Instructional Systems Design Methodology: TSC uses an Instructional Systems Design (ISD) methodology for designing its workshops and education and training courses and other learning interventions. ISD uses a systematic process to understand and translate a human performance problem into learning objectives/outcomes and then incorporates the process of Plan, Analyze, Design, Develop, Implement, and Evaluate (PADDIE) to get the right learning intervention and results for each situation. Furthermore, ISD principles are based upon the three major reasons for developing an instructional program:

1. To deliver new knowledge 2. To build skills/competencies and/or 3. To change attitudes and behavior.

Rebecca Bates X +30 X 10+ X

Barbara Hulick X +30 X 20+ X

*Lori Barbee X +18 X

Dr. Kerry Joels X +30 X 20+ X

Beverly Mease -Buxton

X +25 X 25+ X X

Dr. Beryl Harman X +30 X 15+ X X

Dr. Elizabeth Harwood

X +20 X 25+


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Through this in-depth analysis and evaluation process, the TSC team develops a blended, instructor led training program, which ensures that the course design best fits the client’s needs and requirements in order to develop a full range of learning content and materials that is focused on real world issues, practical applications and solutions.

Using ISD greatly increases the chances of education and training being successful—getting the right results—and also ensures that course objectives are correctly identified and assessed. TSCs approach also includes identifying key competencies and the right level of Bloom’s taxonomy for each course/competency. These competencies are then translated into individual course outcomes and achievable learning objectives. The PADDIE process provides a framework for development of the course modality and methodology. Generally, TSC uses an interactive training approach which includes in its design a short learning module followed by learning activities to provide action learning and reinforce the key learning objectives for the module, receive feedback (both positive and those areas that require additional attention), coaching (if coaching is part of the overall design, or recommend additional activities), and time to reflect on the learning process through follow-on discussion and applications.

TSC Learning Design Methodology


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All courses are designed with the development of a course outline, which will include 1) overall outcomes; 2) objectives for activities, including videos, assessments, exercises, and case studies; 3) methodology for each module; 4) time frames; 5) participant hand-outs; and 6) participant workbooks. The course modules are developed using an ISD “chunking” approach. This approach allows for trainers to accomplish the course objectives in reasonable timeframes for one sitting or course. This also provides an opportunity for easier customization of courses.

Team TSC’s ISD approach to program and course development is the systematic analysis and evaluation that is performed to determine what should be taught to ensure that course outcomes are met. After that determination is made, learning and development instructional technologists use a systems approach to prepare an instructional framework, sequence and strategy based on the latest information regarding the organization and/or divisional business objectives.

4. Service Delivery All of TSC courses are instructor-led classroom courses that can be delivered as full Webinars with some customization. TSC can also provide a blended learning approach if technology is available. This capability is expanded through are partnership with Performance-by-Design (PBD), LLC who provides the capability to design and develop synchronous or asynchronous courses for customer use. In this particular application, our classroom modules would be converted to an e-learning platform capability. PBD are experts in learning strategy and organizational change management with proficiency in technology. They bring experienced resources and project management expertise to TSC and the Commonwealth to help realize measurable business results. Should the Commonwealth or Participating Entities desire a customized on-line learning capability, PBD stands ready to work with TSC to provide that capability.

5. Forms: Samples of Class Evaluation Forms

TSC has used various Kirkpatrick levels of evaluation forms for our training courses One sample provided is for a Team Building Course delivered over the past two plus years at DHS and the other is an evaluation tool for the leader course which utilized a 360 tool, coaching and action learning for the 4 day course delivered over 8 weeks. The following three examples have been developed to meet specific customer needs. Sample 1 - Individual Assessment of Outcomes

Course Evaluation Name: __________________(Optional)

S&T Utilizing Communication Styles, Personality Preferences & Effective Team Building

Strategies Course

1. Rate the following statements– using this Scale:

10-9 Most Likely 7-8 Somewhat Likely 5-6 Somewhat 3-4 Unlikely 1-2 – Least Unlikely

Outcome Statements: 10-9 7-8 5-6 3-4 1-2

I will be able to Utilize oral communication tools, DISC assessment, and skills to engage in meaningful dialogue back on the job.


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I will now be able to Use Emotional Intelligence to engage others in collaboration and build understanding of other communication styles and different personality preferences.

I will be able to Implement strategies to meet the challenges of and identify and overcome barriers to engagement, collaboration and disruptive team behaviors.

I plan to Utilize personal commitment to support further learning in order to foster effective team building in my work place.

If any of the above statements are rated 1-2 please explain (if additional coaching or additional

help is needed, please indicate what):

2. Describe how you will use each of the following skills in improving teamwork in your

organization:

Communication/Team Building Strategies and/or Tools:

Emotional Intelligence Skills:

3. Describe at least one way in which you plan to support effective teamwork in your

organization using the skills from the course:

4. Describe at least one way you plan to use the skills you have gained in this course to

further your self-development:

Example 2 - Performance Evaluation Form (Customer Input)

Performance Elements

Excellent Good Acceptable Poor Unacceptable

Quality of Service

Timeliness of Performance

Cost Control Business Relations

Customer Satisfaction


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1. Name and Title of Evaluator:___________________________________________________________

2. Signature of Evaluator:________________________________________________________________

3. Name of Organization:________________________________________________________________

4. Telephone Number of Evaluator:________________________________________________________

5. State Type of Service Received:_________________________________________________________

6. State Contract Number, Amount and Period of Performance:_________________________________

_____________________________________________________________________________________

7. Remarks on Excellent Performance: Provide data supporting this observation. (Continue on other page if needed). _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

8. Remarks on Unacceptable Performance: Provide data supporting this observation. (Continue on other page if needed). _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Example 3 - Training Evaluation Form (Participant Input)

Training Evaluation Form

Date: __________________

Title and location of training:__________________________________________________________________________

Trainer: __________________________________________________

Instructions: Please indicate your level of agreement with the statements listed below in #1‐11.


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(More questions on back)

12. What did you like most about this training?

13. What aspects of the training could be improved?

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

1. The objectives and outcomes of the training were clearly defined.

2. Participation and interaction were encouraged.

3. The topics covered were relevant to me.

4. The content was organized and easy to follow.

5. The materials distributed were helpful.

6. This training experience will be useful in my work.

7. The trainer was knowledgeable about the training topics.

8. The trainer was well prepared.

9. The training objectives and outcomes were met.

10. The time allotted for the training was sufficient.

11. The meeting room and facilities were adequate and comfortable.


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14. How do you hope to change your practice as a result of this training?

15. What additional adult trainings would you like to have in the future?

16. Please share other comments or expand on previous responses here:

End of Assessments

6. Learner Assessment

TSC consultants have extensive experience in evaluation and assessment that can identify and implement process improvement interventions. Led by Dr. Beryl Harman, our TSC cadres of consultants have conducted and supported such activities as: gap analysis, competency analysis, needs assessments, process evaluations and improvements, strategic analysis, reorganizations following strategic analysis, facilitation services, and individual and groups assessments. Our primary consultants in this area are Dr. Beryl Harman, Dr. MJ Hall, and Dr. Kerry Joels.

TSC believes that evaluation should be used for the following purposes:

To measure the value of a given learning event;

To achieve customer satisfaction; and

As a basis for continuous improvement. As described in TAB 1, the TSC team uses the following process when determining the appropriate evaluation method for a course or workshop. 1. Identify who needs the evaluation results, and how they want to use the results. 2. Identify what to evaluate, and make sure that the skills, knowledge, competencies and

behaviors we will be evaluating match the learning objectives/outcomes. 3. Finalize the evaluation methods to use, and select evaluation methods that are appropriate

for measuring the learning objectives/outcomes. Evaluation processes may be either formative, summative, or a combination of both.

Formative evaluation:

Is an on-going process conducted at all stages of the course/workshop development and delivery process

Will enable developers to improve the course/workshop during the development and delivery process

Facilitates client desires and content adaptation

Will identify major gaps in the instructional plan or the need for minor adjustments Summative evaluation results can:


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Assess overall effectiveness of the learning event

Be utilized in the revision process

Provide a baseline of data for designing a new plan, program, or learning event.

Proposed evaluation techniques will at a minimum:

1. Measure the quality of instruction and course content daily to ensure that it meets the needs of participants and the organization.

2. Gather information from the faculty on each module (each Component will be made up of a series of modules).

3. Gather information from independent observers (if available). The forms provided in 5 above are examples of the type of information that TSC collects. This information can be modified at the request of the customer for each individual course/workshop provided.

7. Examples TSC understands that they may be required to provide additional course examples in response

to this RFP.


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Appendix A

Sample Personnel Resumes

QUALIFICATIONS SUMMARY – Dr. Susan Krup Grunin – CEO/Instructor/ISD

Dr. Grunin has over 25 years’ experience delivering strategic organizational and leadership development

solutions, conducting individual and organizational assessments, designing and implementing Human

Capital reviews and providing executive coaching to strengthen individual and organizational results both

as an internal and external advisor to government agencies including: US Courts, DOJ, DOS, DOD,

DHS, USPTO, DOC, DOI, HHS, Treasury and others. She has also taught Leader and Management

courses for various graduate schools including UVA.

CORE COMPETENCIES

Executive Coaching

Competency Development/Alignment

HC Strategic Planning

Expert Facilitator

Instructional Systems Design

Organizational Development

Organizational Design/Effectiveness

Leadership Development

Organizational Design Assessments

RELEVANT WORK EXPERIENCE THINK STRATEGIC CONSULTING, LLC (See www.Think-SC.com) 2010-present CEO and President – Use ISD to develop on-line courses for colleges and currently evaluating

supervisor courses for DHS. Served as Lead Instructional Designer for the DHS Capstone SES Program

(2011-2012) & worked with DHS components on operationalizing OPM competencies/ECQs. Currently

coaching and designing & delivering human capital courses for DHS S&T.

University of Virginia, (UVA) (Assistant Professor) 1998-Present UVA—teach courses: Strategic Human Capital, Human Behavior in Organizations, and Trends in

Leadership Development for Executives; both classroom and on-line. UMUC—teach graduate course:

Trends in Training and Development, GM College VT—taught the MBA on-line graduate course,

Sustainability and Organizational Behavior, 2007-08.

University of Maryland University (UMUC), College Graduate School of Management and Technology (Associate Adjunct Professor) 2004-2013

RGS ASSOCIATES, INC., Arlington, VA 2010 -2012 Managed the Human Capital Line of Business – worked with Federal Government clients to provide

strategy and executive direction, coaching and leadership development solutions to DOJ.

Beacon Associates, Inc. 2007-2009 Senior Director of Organizational Effectiveness Managed the Human Capital Line of Business – including development of strategies, models, templates

and working with the HC consultants to establish the vision, goals, and new business of this strategic

RGS area of focus.

Adjunct Faculty for MBA program at Green Mountain College 2007-2008

Watson Wyatt Worldwide, 2005-2007

Sr. OD/Training Consultant

Lead facilitator in the deployment of DHS’s performance management system. Assigned to US Secret

Service, US Customs & Border Protection, Science and Technology Division, Office of Policy and the



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Federal Law Enforcement Training Center (FLETC) – designed and delivered executive training courses

and advised the component executives on implementation process.

Administrative Office U.S. Courts - Judicial Branch and U.S. Department of Justice (over 32 years) – Retired Senior Executive and Retired Federal Law Enforcement Officer

SES – Training and Development 1991 - 2004 Worked with senior management in developing the vision and developed the Judiciary’s Strategic

Management and Planning Guide. Initiated Leadership Development Model and coaching for the courts

LEO Community; served as mentor to numerous executives and candidates. Managed learning and

development for the court executives and managers; taught and coordinated on-line training including:

leadership courses; conducted ECQ Assessments and led Leadership Competency Development across

the judiciary.

Chief Training- Served as the agency’s Chief Training/Organization Development for the Judiciary’s

30,000 employees (Third Branch of Government). Using ISD principles designed and developed blended

learning programs and taught and facilitated training courses for the courts; coached executives.

Designed leadership curriculum and executive educational materials. Worked with Federal Judicial

Center on research, training, leadership and organizational development assignments, and course

development; conducted national needs assessment. Regional LEO Administrator, Office of Court Programs 1981 - 1990 Managed and coached court executives – chief law enforcement officers. Traveled extensively and

provided guidance and advice, and audited law enforcement offices throughout the US. Led major

criminal justice studies that influenced Federal law enforcement, courts and corrections. Served on joint

DOJ-Judiciary LE task forces. Wrote legislation and prepared guidance/legal manuals for court

executives and judges; played a major role in the development of Federal Sentencing Guidelines.

Federal Law Enforcement Officer (1811) 1975 - 1980 Spent 7 years in Chicago as a Federal LEO then went to Washington to conduct and analyze legal

research. Wrote polices and testimony. Served as Editor of national newsletter /developed guidelines for

law enforcement officers; served on various LE task forces. Taught at FLETC. Worked 2 years for

USBOP while in graduate school.

EDUCATION

Ph.D. in Public Policy Analysis, concentration in Decision-making and Organization Design,

University of Illinois, (U of I),1990

MPA (Masters in Public Administration), concentration in Public Policy, U of I, 1980

MA in Criminal Justice Administration, U of I, 1975

Bachelor of Arts in Pre-law & Science, Anderson University, 1973

Senior Executives Program, Federal Judicial Center, 2003

TECHNICAL SKILLS/CERTIFICATIONS

Ph.D. Fellowship 1988-1990 and Editorial Board of Federal Probation Journal, 1990’s

Project Management – Tier I and II Certification and Six Sigma Green Belt

Instructional Systems Design Certification and Executive Coaching Certification 1990

Executive Leadership & Development Institute, 2002

MBTI & Achieve Global Certifications 2000/Wood Badge Leadership Trained, 2004

Completed CCL/FJC Executive Development Conferences and Workshops

ICF Certification ACC – 2010

Kingdomality Certified – 2011

DISC Certified- 2012

Leadership Effectiveness Inventory (LEI)- 2013


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PROFESSIONAL AFFILIATIONS

International Coach Federation

ISPI

ATD

ACT-IAC – Former Chair of Human Capital Committee

Boy Scouts of America

SELECTED PUBLICATIONS

A Strategic Human Resources Planning and Management Guide for the Judiciary, published by

the Administrative Office U.S. Courts (AOUSC), April 2004

“How to Develop a Continuous Learning Organization,” NAPA-OPM, Sept. 2001

An Organization Design Guide for the Federal Courts, published by AOUSC, June 2000

“Role Negotiation,” Federal Probation Journal, 1985

Co-authored with Myra Shiplett and Dr. Kerry Joels the book: Strategic Human Capital

Management: A Practical Guide (2008), Rockville, MD: Spectrum Press

HONORS/ACCOMPLISHMENTS

Received DHS Challenge Coin for developing the SES Capstone Leader Course in 2012

Received IAC-ACT Challenge Coin for development of Diversity Best Practices Paper

Received numerous citations and awards during government career and in private sector

Named contractor of the year by DOT in 2009

Who’s Who – 1993, 2004; Who’s Who of Rising Young Americans, 1978

CLEARANCES

Secret Clearance (2010) and Top Secret Clearance (2011)

DHS Suitability Clearance

QUALIFICATIONS SUMMARY – Dr. Beryl Harman – Quality Lead/Instructor

As both a leader, trainer/facilitator Dr. Harman has more than 20 years’ experience facilitating and

teaching in the acquisition/performance/strategic management arena. She has extensive experience

consulting with DoD leadership groups (10 years) working in the Management Deliberation Center at the

Defense Acquisition University (DAU) facilitating team activities, problem solution sets and developing

strategic management plans. She has extensive experience developing ANSI recognized educational and

credentialing standards and has worked for 15 years with the American Council on Education reviewing a

variety of training courses and work experiences for college credit as well as conducting course

equivalency reviews for DOD.

CORE COMPETENCIES

Strategic Human Capital Management



Expert Facilitator

Organizational/Leadership Development

Organizational Design/Effectiveness

Evaluation Specialist and Research Expert

Expert Contracting/Project Management

RELEVANT WORK EXPERIENCE

THINK STRATEGIC CONSULTING (See www.Think-SC.com) 2010-present Strategic Director/Facilitator/Trainer/Evaluator – Providing Subject Matter Expertise and strategic

guidance on educational and training activities in acquisition management and human capital

management. Developed Supply Chain Management Curricula for the Time Center; conducted research

on the educational and human capital needs of the MD Distribution business (2011). Conducted an

employee orientation and on-boarding benchmarking study for the Georgia Department of Behavioral



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Health and Developmental Disabilities (2013). Conducted a Directorate-wide training needs assessment

for DHS S&T (2013). Developed a Just-in-Time Source Selection Workshop for the Department of

Education, facilitated a Multi-Discipline Team Workshop for the DHS S&T (2014), facilitated the

organization of the Employee Council at DHS S&T (2015) and developed a Diplomacy and the Art of

Persuasion course for DHS S&T (2015 –to be piloted in September)

American Council On Education – Reviewer/Educational Expert 2005 – Present Reviewed training and experience for college credit and equivalent reviewer services for DoD.

Institute for Credentialing Excellence - At-Large Appointee November 2012-January 2014 Developed credentialing standards and reviewed the National Commission for Certifying Agencies

standards for the Accreditation of Certification Programs

Interactive Technologies Group, Inc.- Subject Matter Expert/Consultant 2009 - 2010 Developed Level III acquisition training (Project Management and Cost Estimating) courses for DHS.

Beacon Associates- Human Capital Strategist - 2008 – 2009 Designed and developed PM, CM and COTR Competency Models and Assessments for pre and post

certification and gap analysis purposes for VA; and developed a PM process manual.

National Organization for Competency Assurance-Executive Committee Member 2006 - 2008 Member of the executive team, reviewed and approved educational standards for Certificate Program

Credentialing. Standards became an ANSI Standard in 2008.

Webster University (WU) (Associate Professor) 2004 – Present National Louis University (NLU, Adjunct Professor) 1998 – 2005

Defense Acquisition University (Professor Contract and Program Management) 1992-2005 WU

teach masters level courses in Managerial Leadership, Acquisition Management, Org. Behavior/

Development – Business Track; Research Methods –International Relations Track. NLU taught bachelor

Level courses in Management & Supervision, Project Management, and Strategic Management; masters

level courses in Strategic Training and Develop, High Performance Teaming, Organizational

Development & Innovation.

International Association for Continuing Education and Training (IACET) 2006 – 2008

Chair Executive Committee for Standards Development: Developed the IACET-ANSI Standard for

Continuing Education and Training, represented the U.S. on ISO committee developing standards in

educational achievement, served as Commissioner approving CEU providers and Board Member

determining CET policies.

Defense Acquisition University 1992 – 2005 Research Director: Revitalized the DAU Research Program, established a research process that

included stakeholders in the decision-making process, developed new research courses, publicized

research accomplishments and established on-going metrics. Managed DAU Research Fellows Program

and University wide research program. Performed major research – distance Learning, leadership

competencies and PM metrics. Provided high-level executive facilitation support in the Management

Deliberation Center on problem solving, survey research and strategic management activities. Executive

Editor of the Acquisition Research Journal. Provided instruction in the Advanced Acquisition Program

Management Course- soft skills and administrative procedures only (APMC) and the PM Tools Course.


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Fairfax County Commission for Women 1994 - 2001

County Commissioner, Fairfax County Commission for Women. Analyzed women’s issues in Fairfax

County for the County Board of Supervisors. Projects- Girls in Science and Technology, Equality of

Compensation in County Offices. Advisor- Fairfax County Employer/ Child Care Council, Appointee -

Human Relations Advisory Subcommittee to Fairfax County School Board. Recognized by the County as

an Honorary Lady of Fairfax.

USAF- Civilian Employee 1974 - 1992

Successfully performed 17 years in various contracting, management and leadership positions at

Sacramento Air Logistics Center/LA Air Force Base. Part of the team to institutionalize the Integrated

Product and Process Development Concepts and Integrated Product Teams.

EDUCATION

DPA, Doctorate in Public Administration, concentration in Federal Management Systems/ Advanced

Planning, University of Southern California (USC), 1998.

MPA, Master of Public Administration, concentration in Manpower Management and Local/State/

Federal Governance, Golden Gate University (GGU), 1980.

BA, Speech and Government, Northeast Louisiana University (now ULM/LSU), 1974.

Defense Systems Management College/ Program Management Course, Fort Belvoir, 1986.

Air War College (Military and Federal Policy), by Seminar, Los Ángeles AFB, 1985.

Air Command and Staff College (Foreign Policy), by Seminar, Mather AFB, 1981


Certified Public Contracts Manager –NCMA

DAWIA Certified Acquisition Level III – Program Management/Contract Management

Zenger Miller Certified Facilitator

Myers-Briggs Temperament Indicator Certification, Otto Krueger Assoc.

PDI (PROFILOR ) 3600 Certification/ Clark Wilson, 720

0 Certification

Certification Firo-Element B

DISC Certified

LEI Certified

Looking Glass Facilitator, Certified through the Center for Creative Leadership

Emergenetics Coaching Associate

MEMBERSHIPS

NCMA –Lifetime Member

International Association for Continuing Education and Training (IACET) – Former Chair of

Standards Committee and Commissioner, Current –Member

AFA – Lifetime Member

Women’s Small Business Chamber of Commerce - Member


“Building Successful Procurement Teams: Program Manager/Contract Manager Relationships.”

Topical Issues in Procurement Series. Vol. 6 May 1995.

Co-authored Dr. Harman and Johnson Todd, “Taking Theory to Practice: A How to in Self

Development.” Program Manager. XXIX.3 (2000) 56-60

Co-authored, by Dr. Harman, Dr. Stein & Anne Diets, “Establishing a Process for Web-based Survey

Research.” ED-MEDIA 2003, Association for the Advancement of Computing in Education. 2003.

Co-authored Dr. Harman & Dr. Stein, “Adult Learning.” In Connotative Learning- The trainers guide

to learning theories and their practical application to training design. Kendall/Hunt, (2004) 27-39.


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“Collaborative Learning.” In Connotative Learning- The trainers guide to learning theories and their

practical application to training design. Kendall/Hunt, (2004) 77-89.

Co-authored Dr. Harman and Dr. Stein, “The Art of Collaborative Leadership,” Training and

Development, (August 2015).


Distinguished Service Award /IACET– 2008

Superior Civilian Service Award and Medal – 2005

DoD Academic Level IV (highest academic rank) 2002

Honorary Lady of Fairfax received from Fairfax County Board of Supervisor for service on the

Fairfax County Commission for Women

CLEARANCES

Secret Security Clearance (1974 – 2005 – inactive)

Suitability Clearance –DHS – 2013-Present

QUALIFICATIONS SUMMARY – Dr. Kimberly Graham – Instructor/ISD (CTS)

Dr. Graham currently serves as the President and CEO for Curriculum & Training Solutions, LLC. She is

a retired lieutenant colonel in the Marine Corps, having served for 20 years, including 5 years at two

different Marine Corps schools where she taught leadership and telecommunications. She has extensive

land navigation and military skills training and expertise as a result of her training, teaching and

leadership in the Marine Corps. She has over 28 years of experience in the area of Leadership

Development, Training Development, and Training Evaluation. Dr. Graham uses practical application and

case studies to improve learning. Additionally, she is a certified Professional Coach, Instructional

Designer, and LSS Green Belt. She has extensive project management experience, including a $10.1

million project to develop training assessments for the Department of Veterans Affairs. Her company is

also the primary course evaluator for Defense Acquisition University Equivalency Program. She has

worked on numerous research projects at The Pennsylvania State University, including evaluating the

effectiveness of the Marine Corps Wounded Warrior Program, Evaluating Quality in Online Learning,

and Service Members and Veterans with Disabilities and their interest in IT careers.

CORE COMPETENCIES

Adult Education


Expert Facilitation


Executive Coaching

Course Effectiveness/Evaluation


Project Management

Strategic Planning Program Evaluation


Military skills development and team building

RELEVANT WORK EXPERIENCE CURRICULUM AND TRAINING SOLUTIONS, LLC 2005 - Present President and CEO Founded Curriculum and Training Solutions, LLC, a Certified Service-Disabled, Veteran-Owned Small

Business (SDVOSB) and a Certified Woman-Owned Business Enterprise (WBE), to provide top quality

educational consulting services, supporting workforce training through the study of clients’ needs,

program management, training evaluation, and the development of competency-based learning

interventions. Selected in October of 2012 to serve as an approved source for third-party evaluations of

Defense Acquisition University (DAU) equivalent courses. Effort involves a partnership with DAU via a

Memorandum of Understanding, establishing contracts with training providers (colleges/universities,

DoD schools, federal agencies, and private training providers), and hiring highly qualified independent


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consultants to conduct the evaluations. Recent clients include federal government agencies, universities,

and private companies.

Federal Acquisition Institute (FAI) 2013 - Present Program Developer Completed development of learning objectives from which to develop training for federal acquisition

professionals in the Program Management Information Technology occupational field. These learning

objectives will support acquisition training for 23 federal agencies. Developed a Vendor Verification

program for FAI to support a systematic, objective process through which FAI can evaluate a training

provider’s ability to provide appropriate, professional training for federal employees in acquisition career

fields. Developed a Higher Education Alliance program for FAI to support the development of

relationships between FAI and U.S. colleges and universities to teach curricula to support the

development of federal acquisition professionals, saving valuable training funds after the graduate begins

working in the federal government. Developed and improved Program Management competencies and

learning objectives to improve training in this core acquisition field.

International Association For Continuing Education and Training (IACET) 2012 – Present Commissioner,

IACET developed the original Continuing Education Unit (CEU) and has evolved to the ANSI/IACET

Standard, recognized globally as the premiere CEU standard. Serve as part of a network of experts to

evaluate companies, associations, government agencies, and other continuing education and training

providers to direct and administer the process by which these organizations are approved as Authorized

Providers.

The Pennsylvania State University 2009 - Present RESEARCH ASSOCIATE

Subject Matter Expert and Program Manager for a National Institute of Health Research in Disabilities

Education Grant to investigate disabled military service members and veterans interest in and persistence

with Information Technology careers. Coordinate quarterly meetings with the principle investigators and

the board members for this project. Presented draft results of the pilot survey at the Council of College

and Military Educators annual conference in February 2014.

Post-doctorate Research, World Campus Learning Design

Established criteria for defining Quality online education based on intensive examination of research and

literature. Conducted surveys to solicit input from Learning Design staff at Penn State’s World Campus.

Conducted interviews with Instructional Design leaders throughout the campus to incorporate their ideas

and expertise into our definition. Created publishable document to inform processes at Penn State for

creating and evaluating online learning. Developed a crosswalk tool to support the review and creation of

effective online learning courses. Used by instructional designers at the Penn State World Campus (online

learning)

Research Associate

Evaluated the Marine Corps Wounded Warrior Program, specifically the Recovery Care Coordination

(RCC) program. Effort involved focus group development, interviews with RCCs, Wounded Warriors,

and family members to evaluate the program. Created questionnaires, planned and organized focus

groups, presented results to the Marine Corps Wounded Warrior Regiment.

Defense Acquisition University 2005 - Present Expert Evaluator

Evaluate training courses as part of the DAU Equivalency Program to determine if training providers’

courses are aligned with the DAU learning objectives and assessments. Make extensive use of Bloom’s


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taxonomy to ensure courses are well aligned. Use third-party evaluation processes to ensure objectivity of

evaluations.

Beacon Associates, Inc. 2008 - 2009

Project Manager and Instructional Systems Designer,

Project Manager and instructional designer for this $10.1 million project in support of the Department of

Veterans Affairs. Developed Competency Assessment Center to support the effort of assessing

employees’ competency in acquisition subject areas. Supported the creation of an acquisition manual for

the VA to support their acquisition processes.

Adjunct Faculty Northern Virginia Community College 2005 - 2006 Taught intensive English as a Second Language courses to advanced students. Courses were specifically

designed to meet the needs of international students on F1 and J1 passports. Courses were each equivalent

to 12.5 Continuing Education Units (Undergraduate).

Marine Corps University, Quantico 1999 - 2001 Faculty Member, Command and Control Systems Course,

Primary faculty member in charge of the 400-hour occupational specialty training in telecommunications

and information systems technologies. Used the Instructional Systems Design and Systems Approach to

Training (SAT) models for the development, delivery, and evaluation of all instruction. Taught and

facilitated instruction for complex curriculum, which involved planning the curriculum and syllabi, hiring

technical experts for several parts of the course, and creating and evaluating examinations. Evaluated

students’ English curriculum essays and papers. Submitted noteworthy student work for publication and

award recognition (Graduate).

Marine Corps University, Quantico 1989 - 1992

Faculty Instructor, Leadership and Telecommunications

Senior instructor and curriculum developer for the 120-hour leadership curriculum and

telecommunications for 1200 students annually. Each course addressed 190-220 students. Developed and

supervised telecommunications practical application exercises, utilizing radios and land navigation points,

to enhance both radio skills and land navigation skills. Employed the ADDIE process and Bloom’s

Taxonomy for all aspects of instruction. Developed small leadership discussion group case studies to

enhance classroom lecture. Scheduled, facilitated and supervised conduct of leadership discussion groups,

matching other faculty members to each group. Created and implemented revised performance evaluation

course to address changes in the Marine Corps performance evaluation process. Integrated practical

application exercises to enhance learning (Post-Baccalaureate).

EDUCATION

Doctor of Education (Ed.D.), Adult Education and Higher Education Leadership, Concentration in

Curriculum and Program Planning, Nova Southeastern University, 2003

Masters in Education (MEd), University of Virginia, 1994

Bachelor of Science, Elementary Education, The Pennsylvania State University, 1985 (Includes

Pennsylvania Teacher Certification)

Marine Corps Command and Staff College, Quantico, VA

Marine Corps Command and Control Systems Course, Quantico, VA

Intermediate Systems Acquisition Course, Fort Belvoir, VA


Professional Coaching Certification Course (International Coaching Federation approved program),

Duquesne University

DAWIA Certified Level II in Program Management and IT

Leadership Effectiveness Inventory (LEI)


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Graduate Certificates, Project Management and Six Sigma, Villanova University

Learning Assessment Certification, Council for Adult and Experiential Learning (CAEL)


Member, International Coaching Federation (ICF)

Member, Institute of Coaching (McLean Hospital, Harvard Medical School Affiliate)

Commissioner, International Association for Continuing Education and Training (IACET)

Member, Association for Talent Development (ATD, formerly ASTD)

Member, Council for Adult and Experiential Learning (CAEL)

Member, American Association for Adult and Continuing Education (AAACE)

Life Member, Pennsylvania State University Alumni Association

Life Member, Marine Corps League, Nittany Leathernecks Detachment

Life Member, Military Officers Association of America


Defining Quality in Learning Design. A report to leadership at The Pennsylvania State University

World Campus, April 2013.

Defense Information Systems Agency, Europe, New Employee Orientation Guide, Stuttgart, Germany,

December 2003.

Command and Control Systems School Faculty Handbook, Quantico, Virginia, September 2000.


Presenter, Using a Mapping Learning Outcomes Crosswalk to support online course development

and evaluation, The Pennsylvania State University Annual Instructional Designers Conference,

University Park, PA, July 2014

Guest Speaker, Military Studies class, State College Area High School, December 2012.

Guest Speaker, Marine Corps Birthday Ceremony, Marine Corps League, Nittany Leathernecks

Detachment. Redefining Marine Corps Values, November 2007.

Guest Speaker, 6th Area Support Group, National Women’s History Month Observance, Stuttgart,

Germany. Women Inspiring Hope and Possibility, March 2004.

CLEARANCES

Secret Clearance (eligible)

QUALIFICATIONS SUMMARY – Ms. Beverly Mease-Buxton - Instructor

Ms. Mease- Buxton has coached individual clients in the public and private sectors for 25 years. As a

trainer and coach, she designed and conducted leadership development programs on a variety of topics for

the AMA, Bell of Pennsylvania, International Personnel Managers Association, USDA, FDA, USDA

Graduate School – Executive Leadership Program and Aspiring Leader Program, OPM, U.S. Public

Health Service, the Virginia Federal Credit Union League, the National Association for Bank Women,

John Randolph Hospital and Prince George’s County Hospital. Beverly has an M.A. in Human

Resources Development from George Washington University and a B. A. from Marshall University. She

was an adjunct faculty member of Virginia Commonwealth University/MCV Campus for seven years

where she administrated a $310,000 cancer education grant from the National Cancer Institute. Beverly

has been a public speaker and trainer for over 20 years.


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CORE COMPETENCIES

Executive Coach

Team Building

Leadership Development

Expert Facilitator

Career Development

Interpersonal Skills

Briefing Skills

Adult Education


THINK STRATEGIC CONSULTING LLC 2013 - Present Executive Coach and Trainor: Certified coach providing executive coaching techniques to assist

government executives set goals, improve performance and overcome potential issues. Currently working

with DHS S&T executives providing these services. Trainer for the Multidisciplinary Teams Course and

Leadership Development Program for DHS S&T.

MEASE-BUXTON ASSOCIATES 1989 – Present

President and Executive Coach

Design and deliver leadership training and provide executive coaching. Provided manager and supervisor

training for FDA and coached participant in the PATH to Leadership Program for the USDA Agricultural

Research Service.

Graduate School USA (formerly USDA) 1989 – Present

Adjunct Faculty and Coach

Provided training for participants in the Executive Leadership Program and the New Leader Program for

Immigration and Customs Enforcement (ICE) through the Center for Leadership and Management. Used

the Leadership Effectiveness Inventory (LEI) to assess competency in the ECQ’s and coached individuals

as requested

Virginia Commonwealth University/Medical College of Virginia 1992 - 1999 Adjunct Faculty Administered a $310,000 cancer education grant from NCI to train medical, dental, pharmacy and nursing

student

GB Associates, Inc. - Vice President 1985 – 1987 Conducted needs assessments and designed and conducted management training programs for

associations and non-profits

George Washington University, Training Division of Personnel 1984 - 1985 Education Specialist Designed and delivered professional development programs for all levels of employees at George

Washington University and Hospital

Independent Consultant 1983 – 1984

Designed and delivered training programs for all levels of employees. In particular, revised curriculum for

leadership training program for ATF.

Children’s Hospital National Medical Center 1978 -1983 Department Administrator/Manager

Managed day-to-day operations of the Hearing and Speech Center; supervised 6 non-medical employees;

was responsible for creating a budget and working with the Board of the Hearing and Speech Center


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EDUCATION

MA, Human Resources Development, George Washington University, 1986

BA, Speech and Communication, Marshall University, 1975

Certified Coach, George Mason Leadership Coaching Program, 2012


Certified ACC Coach, International Coach Federation (ICF), 2012

Co-Active Coaching: The Coaches Training Institute (104 hours of course work and additional

coaching experience), 2006

Retirement Coaching: Retirement Coach Training and Certification Program; 2005-06

DiSC: Train the Trainer Certification, 2008

Profilor Certification ( 360º instrument): Personnel Decisions International, 2004

Coaching Executives and Leaders: Otto Kroeger Associates, Inc., 2002

MBTI Trainer Certification: Otto Kroeger Associates, Inc. 1990


International Coach Federation


Received an award from the Food and Drug Administration for training excellence

Invited speaker - U.S. Government Training Officers’ Conference - “Office Politics – The Good, The

Bad and The Ugly”

Invited speaker - National Aeronautics and Space Administration – “Can You Hear Me Now?”

Generational Differences at Work

CLEARANCES

Suitability Clearance DHS – 2013-Present

QUALIFICATIONS SUMMARY – Lori L. Barbee – Project Manager/Instructor

Mrs. Barbee is an accomplished Organization Consultant with 18 years of experience developing and

implementing solutions for infant and mature Federal, corporate, and not-for-profit organizations. Proven

success transforming programs into effective and efficient performance driven operations. Manager of

multi-functional programs, multi-million dollar contracts, and multiple CONUS teams. Ms. Barbee’s

Federal project management experience is vast. She has led the implementation of over 100 projects, in

35 programs across 12 Federal Agencies. The functional scope is unprecedented, ranging from Global

Publishing Services at the Department of State to Road Maintenance programs at Indian Affairs. She is a

complex problem solver, strategic planner, and thought leader. Mrs. Barbee

CORE COMPETENCIES

Program & Project Management

Cost, Performance & Quality Control

Strategic Planning


Change Management

Acquisition Planning

Business Process and Productivity

Improvement


THINK STRATEGIC CONSULTING LLC 2013 - present Project Manager Manage Coaching, Assessment, Customized Training Solutions and Delivery contract, deliver weekly and

monthly reporting on the administering of assessments, training solutions, senior leadership development,

multi-disciplinary teams, and career and executive coaching. Create dashboards of project tasks, perform


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status and risk analyses, generate ad hoc reports, Quality Assurance and Control checks, and perform all

security officer duties as required. Implement MODs and make recommendations to improve contract

performance.

Barbee Consulting Group, LLC 2013 - present President/Owner

Provide project management and training services to public and private sector clients.

Veterans Administration 2011 - 2012 Senior Project Manager

Responsible for overseeing and tracking the execution of highly visible external and critical internal

infrastructure projects at Veteran Benefits Administration, Vocational Rehabilitation and Employment

Services. Additional responsibilities included training Federal workforce in project management,

developing independent cost estimates, writing performance work statements, and developing

performance metrics. Supervisor of 13 employees on three task orders.

Beacon Associates Inc. 2009 – 2011 Deputy Director, Support Services Division

Directing, planning and implementation activities meeting the goals and objectives of Support Services

Division. Responsible for developing business plans and growth models, providing leadership and

guidance to operating teams, and identifying corporate opportunities in support of strategic goals.

Included the application of individual and collaborative decision making, performing competitive

analysis, profitability analysis and return-on-investments. Additionally a program manager of multi-

functional federal contracts valued over $60M.

Grant Thornton LLP 2007 - 2009 Organizational Improvement Project Manager

Highly motivated manager of multiple federal MOBIS contracts across four Agencies. Responsible for

advising Senior Leadership, managing teams, assessing programs and policies, identifying gaps and

developing process improvements. Generated $25M in new contracts, Identified over $40M in cost saving

measures, 100% of projects were on budget

U.S. Department of State 2006 – 2007 Program and Management Analyst Federal position responsible for the successful implementation of program policies and procedures. Team

leader of multiple functional Competitive Sourcing initiatives and a Contracting Officer Technical

Representative (COTR). Conducted program efficiency evaluations and responsible for quality assurance

and quarterly reporting to OMB and GAO. Implemented strategic communications plan, advanced

program effectiveness; reduced employee anxiety, increased employee relations, and adherence to

regulations, Identified $80M in savings over ten years, Green Score Cards on all PMA goals.

Quasars Inc. 2004 – 2006

Project Manager

Multi-faceted position developing a new Management Consulting Division. Required fast acting

engagement management, infrastructure development, strategic planning of business operations and

managing multiple contracts contributing toward successful organizational goals. Supervisor

responsibilities included developing and leading effective multi-site and multi-functional work teams,

developing alternative solutions to complex problems. Performed organizational assessments on 14

federal programs, Identified over $106M in Federal cost savings, Captured $3.5M in new contracts


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Strategic Business Solutions 1998 – 2004

Independent Consultant

Managing owner and operator of boutique consulting firm responsible for building client relations,

managing multiple private and public sector engagements, and delivering solutions. Specialized in

operations analysis, strategic planning, and business process reengineering. Performed a market analyses

of Department of State Multi-Media Services, Designed and implemented international branding,

Authored five Best Practices management reports receiving recognition by the Senate for contributions to

WOW! Facts 2004

EDUCATION & TRAINING

BA, Mass Communications, Austin Peay State University, TN, 2003

Project Management for Government, FSI 2006

CAPM, Project Management Institute (PMI) 2007

COTR, Contracting Officer Technical Representative, FAI, 2006


Ambassador, Calvert County Chamber of Commerce

Chair, Calvert Family Advocates , a MASSB Foundation

Chair, Calvert County Social Services Advisory Board

CLEARANCES

Secret Security Clearance (TS2) (2006 – 2011 – inactive)

Suitability Clearance –DHS – 2013-Present

QUALIFICATIONS SUMMARY – Dr. Elizabeth Harwood- Instructor Dr. Harwood has over 20 years’ experience delivering organizational and leadership development

solutions, conducting individual and organizational assessments, designing and implementing Human

Capital reviews and providing executive coaching to strengthen individual and organizational results both

as an internal and external advisor to government agencies including NASA, Nuclear Regulatory Agency,

Marine Corps Intelligence, Surveillance, and Reconnaissance Enterprise (MCISRE), and the Federal

Highway System. She is expert in designing learning, mentoring and competency systems aligned with

strategic objectives, and facilitating training to build capacity.

CORE COMPETENCIES

Leadership/Executive Coaching

Strategic Change Management

Human Capital Design and Management

Instructional Design


Learning Systems Design/Implementation

Assessment and Evaluation

Facilitation


THINK STRATEGIC CONSULTING, LLC 2014 - Present

Facilitator/Instructor/OD Specialist

Provide organizational development support, human capital training, facilitation and coaching in support

of TSC projects.

BL Management Consulting, LLC 2006 – Present

President

Provide management consulting expertise to government entities and commercial organizations focused

on assessing and impacting culture, designing leadership and competency systems and processes,

developing and facilitating customized learning aligned with business strategy to enable long-term results.


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Advise senior level leaders in the development, execution, and monitoring of their strategic plan, human

capital management and planning including the development and implementation of global mentoring

programs, organizational and individual assessments, leadership and executive coaching, and change

management and integration.

Scottsdale Healthcare 2005 – 2007

Organizational Development Consultant

As Director-level change agent led organizational development effort to create unified vision and values,

alignment of culture and goals, and leadership readiness and development for growing three hospital

system. Assessed culture, developed methods to integrate new vision, direction and goals to effectively

align organization for successful long-term growth. Implemented 360-degree assessments and facilitated

system-wide development program for leaders (Executive to Management Levels) and high-potentials.

NASA 2001 – 2005 Strategic Change/Organizational Development Lead, Washington DC

Selected by NASA senior leadership to serve as the change and organizational development leader for the

creation of the 11th NASA Center, the NASA Shared Services Center (NSSC). Facilitated the creation of

the NSSC vision, mission, performance systems, competency models and concept of operations with the

NSSC Executive Director, Steering Council, and senior leadership team which served as the foundation

for the organization’s design and strategic plan. Lead a team of 10 Organization Development experts

across NASA, one at each Center, to plan and implement the change readiness, management training, and

transition plans at their Centers.

Strategic Change Lead, Ames Research Center, Moffet Field, CA

Responsible for leading key NASA-wide strategic change/organizational development initiatives, member

of Columbia Accident Investigation culture research team and “One-NASA” organizational development

initiative team; extensive leadership and organizational assessment and development. Led Ames Research

Center 2-year change management program for on-time implementation of SAP Integrated Financial

Management and Human Capital Management Systems ensuring leader and user readiness. Assessed

leaders Center-wide using 360-degree feedback instrument customized and facilitated a leadership

training program and coached key leaders to improve performance and results.

Pricewaterhouse Coopers 1999 – 2001

Principal Management Consultant Led teams of Change Management and Organizational Development consultants to identify and integrate

change initiatives and design leadership development programs for national and international Government

and Private Industry clients.

Wellmark Blue Cross Blue Shield of Iowa and South Dakota 1994 - 1999 Director, Strategic Learning and Organizational Effectiveness Led a 20-member department in delivering results across all aspects of assessment, design, and delivery

of professional, computer-based and technical learning to the organizations 3,000 staff.

EDUCATION

Ph.D., Organizational Development, Iowa State University, Ames, IA

Master’s Degree, Organizational Communication, University of Northern Colorado, Greeley, CO

Bachelor’s Degree, Psychology, Organizational Communication Minor, University of Colorado,

Colorado Springs, CO


Certified, Leadership Coach, World Coaching Institute

Certified Mediator, State of California


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Certified Personal Performance Systems individual and group “DiSC” facilitator

Certified Quality Facilitator, Juran Institute

Certified, Interaction Management System and Team Action Facilitator, DDI International


Past President, State of Arizona Organization Development Network

Member, Chesapeake Bay ODN, frequent program keynote presenter

Member, National Organization Development Network


Speaker - Association for Change Management Professionals Global Conference, Las Vegas, NV,

April 2012; Title: Building organizational capacity for change: The competitive advantage of

resiliency

Speaker – Chesapeake Bay ODN Annual Conference, Silver Spring Civic Center, MD, May 2012; Title: Leadership Courage in Action: Living a Life That Leaves a Legacy

CLEARANCES

Secret Security Clearance

QUALIFICATIONS SUMMARY – Dr. MJ Hall - Instructor

Dr. Hall has over 27 years designing, developing and delivering Leadership, change management and

program management activities for DOD. She is a facilitator and a trainer for Human Centered Design

Training. She specializes in collaborative, facilitation and Leadership/ Executive Coaching and has done

extensive consulting with executives across DOD and other leading universities and organizations. She is

also a retired DOD instructor and facilitator, along with being a U.S. Army Veteran. For the past 7 years,

Dr. Hall has focused on adult learning principles and leading and facilitating several state of the art

collaborative initiatives which included strategy development, measurement, action planning and

developing learning modules including delegation skills, facilitation skills and organizational assessment.

She is currently leading an effort to develop the High Point University Leadership Studio, where she

currently serves as team director responsible for designing, developing, and executing an innovative lab

experience for senior educators in NC to collaborate and innovate solutions. CORE COMPETENCIES

Project Management



Expert Facilitator


Designing Work/Learn Networks



RELEVANT WORK EXPERIENCE THINK STRATEGIC CONSULTING 2012 - present Executive Consultant Design, develop, and conduct organizational assessments including contributing to focus groups both in-

person and virtually. Review organizational status and make recommendations on improvements. Work

collaboratively with clients to co-design solutions to close gaps using a variety of approaches including

performance support and learning. Leadership and program management instructor and facilitator.

Devry University –Adjunct Professor 2012 - present


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American Society of Training and Development (ASTD) 2006 - present Content Manager and Subject Matter Expert

Program Manager for Content (Subject Matter Expert) for the ASTD Forum with full responsibility for

design of all learning venues including the annual Lab, Summit, and ASTD International Conference &

Expo sessions, as well as monthly virtual sessions serving a consortium of ~ 52 public and private

organizations with a focus on building capability for performance improvement. Member organizations

connect, collaborate, and learn through networking, measuring, and sharing best practices and lessons

learned in a lab environment.

Gambrough Group: 2005 - present Principal Consultant

Assist clients in designing, implementing, and assessing performance to improve organizational results.

Portfolio included using strategy development, leadership skills, and team decision-making tools to

accomplish organizational assessment and strategy development; leadership development and executive

coaching; designing and delivering learning related to improving job performance, including leadership,

delegation skills, team skills, using measurement and goal-setting; leading teams in collaborative

problem-solving, Clients include Triangle Leadership Academy and High Point University School of

Education. Serve as a director for the Doctoral Program’s Educational Leadership Studio, a partnership

with High Point University, East Carolina University, and Western Carolina University.

Defense Acquisition University: 1989 – 2005

Personal Assistant - Assisted Commandant/President of a $100M+ corporate university with a variety of

organizational initiatives. Served a Level-IV professor responsible for Management and Leadership

Training for senior courses. Drafted Human Capital Plan based on the President’s Management Agenda

using a variety of feedback mechanisms including corporate surveys.

Professor of Leadership (DSMC Leadership School) - Taught executive-level, case-based, resident

course for program management leadership (participants received graduate level credit for this

course through ACE), and the blended project management tools course. Initiated a variety of

instructional strategies with approximately 1100 mid- to senior-level military officers, several of whom

progressed to General and Admiral Officer rank, as well as civilians, several of whom achieved SES

level. Strategies focused on transferring learning from classroom to on-the-job practices. Implemented

the first centralized talent management program. Designed a structured framework to capture data

electronically which resulted in quantifying workforce training investments for the first time.

Consultant /Facilitator - Established action-learning approach to organizational improvement by

partnering with the UMICH School of Business (Noel Tichy). Resulted in the first DAU orientation

program and a Return on Investment process with metrics for executive courses.

Executive Coach - Served as executive coach for internal change projects using a variety of six-sigma,

project management, and performance management tools. Established Acquisition Community

Connection (http://acc.dau.mil), a Community of Practice enabling learning assets and documents to be

available 24/7 globally, not only to the military community, but, also, to the entire defense industry.

EDUCATION

PhD, Educational Leadership, George Mason University

MBA, Business, Long Island University

MEd, Human Development, University of Maryland, College Park

ABT, Education – High Point University

Program Management Course - Defense Acquisition University, Department of Defense

Leadership in a Democratic Society – Federal Executive Institute; Office of Personnel Management,

Charlottesville, VA

Marymount University, Arlington, VA - Certificate: Total Quality Management


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PMP – Project Management Professional, Project Management Institute 2004

Acquisition Professional, DAWIA Level III certified in Program Management – Department of

Defense

Level IV Instructor (documented and defended expertise in teaching, research, consulting, and

leadership and management) – Defense Acquisition University

Myers Briggs Type Inventory (MBTI) certification

Profilor Family of 360-degree feedback instruments certification – PDI Ninth House

Examiner certification - Board of Examiners, Baldrige National Quality Program, 1998 to 2009

Experienced virtual facilitator with skill in Web 2.0 tools, producing ~3 session a month

Human-Centered Design methodology training and experience

Performance Support and Learning at the Point-of-Need

Facilitator for Looking Glass simulation from Center for Creative Leadership

Facilitator for several Assessment Center programs from DDI for both military and education

leadership

Action Learning Coach and Facilitator for Action Research and Action Learning

Designer and project manager for lab learning sessions using Design Thinking


DAU Alumni Association

ASTD National


Hall, M.J. (2013). Designing Work/Learn Networks. Aviva Publishing

Groves, Amy, Rickelman, Catherine, Cassarino, Connie, Swope, Ginger, and Hall, M.J. (in press). Are

You Ready for Agile Learning Design? T+D, ASTD Press.

Hall, M.J., & London, M. (in press). Web 2.0 applications in corporate training. In B. Benscoter (Ed.)

Encyclopedia of Human Resources. New York: Pfeiffer/Wiley.

London, M., & Hall, M.J. (2011) Unlocking the Value of Web 2.0 Technologies for Training and

Development: The Shift from Instructor-Controlled, Adaptive Learning to Learner-Driven, Generative

Learning. Human Resource Management.

London, M., & Hall, M.J., Web 2.0 (2011). Support for individual, group, and organizational learning.

Human Resource Development International

Hall, M.J. (2010) .Moving into a new frontier. T+D.

Hall, M. J. (2009). Reflective learning practices drive business results. T+D.

Hall, M. J. (2009) .Drive business results with innovation. T+D.

Hall, M.J. (2002). Human Capital. Public Manager.


ASTD Volunteer-Staff Partnership Award - 2011

Department of Defense Exceptional Civilian Medal - 2005

Defense Acquisition University Achievement Medal - 2004 (one of three recipients)

Vice President’s Hammer Award - December 2000

Exceptional Performance Awards - Yearly 1992 thru 2004

Certificate of Appreciation from the Secretary of Defense, Dr. William J. Perry – 1996

Department of Army Superior Civilian Service Award – 1996

Presidential Letter of Recognition for contributions to Diversity Awareness – Office of the President

- 1995

U.S. Army Achievement Medal - 1989

American Society of Military Comptroller Education Award (Ozark Chapter) – 1988


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CLEARANCES

DHS Suitability Clearance

QUALIFICATIONS SUMMARY – Dr. Geri McArdle – Instructional Systems Design/Instructor

Dr. McArdle is a dynamic educational professional with 20+ years of experience in foreign service

training, instructional design, and leadership, and over 15 years prior experience working for FSI and

other federal executives at the GS-15 & FS-01and higher. She has extensive experience in experiential

learning methodologies/techniques; developing needs assessments, surveys and data gathering

instruments; and evaluating programs, writing and presenting program findings/reports. She is also an

Organizational Development expert with extensive experience working with public and private

organizations. She is an internationally published author with scholarly research credits on leadership

topics including Interpersonal Communication, Strategic Planning, Change and Conflict Management.

CORE COMPETENCIES

Project Management



Expert Facilitator


Designing Work/Learn Networks


Experiential Learning


THINK STRATEGIC CONSULTING, LLC 2013 - Present Instructional Systems Designer/Trainer

Lead consultant and Instructional Designer for custom training courses. Provide custom course

support as requested in support of DHS and other Federal Agency requirements.

Training Systems Institute 2012 - Present Managing Director/Senior Instructional Designer – Saudi Arabia Crafted curriculum for newly hired Saudi petroleum engineers which included scheduling design

and development tasks for SMEs, facilitating and selecting and supervising SME facilitators;

executing course and curriculum reviews; managing and executing courseware and, conducting

analysis for additional training competencies to include in relevant training (leadership and

manager training). Managed the development of a 3D software program designed to facilitate

engineers in well site field planning and management. Beacon Associates 2009 - 2012 Consultant/Deputy Director Organizational Effectiveness Division Organized career and management projects and developed competency-based training courses

for numerous federal agencies, using online and classroom-based training delivery methods.

These included Negotiating and Conflict Management Skills. Originated and presented a

workforce analysis evaluation for four community colleges in Maryland, which detailed labor

force projections for the next decade. Created and led classes for the Washington, D.C. Courts,

Department of Labor, Department of Agriculture, Food and Drug Administration College of

Veterinary Medicine. Devised curriculum as Team Lead for newly recruited reservoir engineers

and facilities engineers at Saudi Aramco, Dhahran, Saudi Arabia.


106

American Red Cross of Lee County 2004 - 2009

Director of Delivery Services and Program Director of AmeriCorps

Orchestrated disaster preparedness and response operations, as well as health and safety services.

Administered disaster preparedness and mitigation training. Directed emergency client and

disaster recovery for hurricanes Charley, Katrina, Rita, and Wilma. Instructed Florida Gulf Coast

University students and staff members to operate shelters during large-scale disasters. Assumed

role on Governor Jeb Bush’s Long-Term Care Advocate for clients in facilities. Established a

Web-based pilot preparedness course for the U.S. Department of Labor. Served on Southwest

Florida’s High Skill/High Wage Workforce Development.

Barry University 2000 - 2004

Associate Professor/Coordinator Ph.D. Program in HR Management Spearheaded and executed new human resource development/educational administration doctoral

program and curriculum. Advised, managed and taught human resource management in the

master’s and doctoral programs. Performed scholarly research in the areas of management,

supervision/training. Enlisted and hired faculty; negotiated individual contracts. Launched

professional development programs to assist students and faculty members in obtaining and

maintaining new teaching, research and technology skills. Successfully integrated technology

into all program courses. Implemented an online study abroad program with international host

faculty mentors.

American Management Association

Senior Course Leader/Course Designer 1996 - 2001

Planned and delivered public training seminars on instructional design and human resource

management. Interacted and consulted with clients in the U.S., Asia and Australia. Developed a

“web school” for training and human resource practitioners and innovated course software.

National Skills Standards Board

Director of Community Outreach Committee 1995 - 1996

Pioneered office staff of four employees and facilitated internal communications. Provided

support for skill standards among the country’s corporate leadership. Educated community-based

organizations on the need for nationwide job standards. Conceptualized marketing strategy to

promote organizational initiatives. Negotiated partnerships with key stakeholder organizations

to endorse skills standards for the U.S. workforce. Contributed as Skills Board liaison for the

Departments of Labor and Education to derive job standards.

American Red Cross, Blood Services

Senior Staff Member/Acting Director of Training Delivery 1993 - 1996

Devised procedures for development of training program at national headquarters and in

individual districts. Conducted and scheduled needs assessments for training platforms in 46

regions. Enacted design, delivery, evaluation, and integration of training materials with Federal

Drug Administration (FDA) guidelines as per U.S. Federal Court Mandate. Founded certification

process for instructor training. Developed competency-based performance model to form

industry benchmarks for regional officers.


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U.S. Department of State, Foreign Service Institute, Bureau of Indian Affairs 1985 to 1997

Project Manager

Developed training programs including negotiations skills and theory for support staff, and

administrative, and senior Foreign Service officers. Established training program in French and

English for mid-level financial managers in response to White House Executive Order. Trained

French-speaking personnel on cashier operations in South Africa and France. Drafted policies

and procedures for the U.S. Foreign Affairs Manual (Section 500, Cashier Operations). Created

career develop curriculum for Foreign Service officers and GS staff working with staff to

develop individual professional develop plans, and professional development career strategy.

Designed, coordinated and facilitate the offsite Supervisory Skills Seminar.

Adjunct Professor – Johns Hopkins University 1985 - 1994 Designed implemented a non-credit curricula for human resource practitioners. Established

university-wide professional development program for staff, faculty, and the School of Medicine.

U.S. Department of State 1985 - 1987 Project Manager/Senior Training Consultant

Authored a 13-volume management series for Foreign Service Institute, which has been

translated into six languages and is currently used as a reference in U.S. embassy libraries

worldwide.

EDUCATION

Harvard University. 1995, CAS in Teaching and Technology, Graduate School of Education

Harvard University. 1990-Present, Graduate School of Education. Postdoctoral Fellow Philosophy

of Education.

Syracuse University. 1980, Ph.D. in Educational Administration, School of Education

Syracuse University. 1975, MPA Masters in Public Administration, Maxwell School of Public

Administration


Web-Based Certification Course for Trainers (CIT), Florida Gulf Coast University, Center for

Innovation and Technology

Leadership Training and Technical/financial skills training - the Office of the Comptroller of the

Currency and Federal Home Loan Bank Board Regional Auditor


International Board of Directors for American Society of Training and Development, Member


“Developing Instructional Design” (ISBN 1-56052-423-5)

“Delivering Effective Training Sessions” (ISBN 1-56052-193-7)

“Managing Differences” (ISBN 1-56052-320-4)

“Conducting A Needs Analysis” (ISBN 1-56052-423-5)

“Design and Delivery of Successful Training” 2nd Ed (ISBN 1-56286-099-2)

“Design and Delivery Action Learning” (ISBN 13:978-0-8144-1566-5)

“Delivering Effective Training” (C1A410-3) Videotape Learning Book – Crisp Publication


Outstanding Employee of the Year, 2007 - Fort Myers Chapter, American Red Cross

President Bush Gold Medal for Outstanding Service with AmeriCorps.


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Outstanding Administration Management Faculty Award for teaching /research – Johns Hopkins

University

Outstanding Project Manager for the Administrative Bureau - Foreign Service Institute.

CLEARANCES

Secret Clearance eligible

QUALIFICATIONS SUMMARY –Ms. Rebecca J.T. Bates - Instructor

Ms. Rebecca Bates has over twenty-five years of experience in federal government, DC

government, and private industry specializing in facilitation, human performance improvement,

leadership development, and education and training. While serving as a federal manager and

subsequently for the past 8 years she has facilitated focus groups, strategic planning session,

team building workshops and other training sessions for a number of federal agencies. She has

designed, facilitated and delivered leadership, training, workshops, and learning solutions for

supervisors, executives, and frontline leaders for various government agencies. She is

recognized as a decisive and dedicated leader with high energy who is results oriented and is able

to work independently and with teams to achieve mission and goals.

CORE COMPETENCIES

Project Management

Change Management

Expert Facilitator

Human Capital Consultant




Distance Learning

RELEVANT WORK EXPERIENCE THINK STRATEGIC CONSULTING, LLC 2012 – Present Facilitator/Trainer Facilitated and moderated senior executive working groups (classroom and virtual) at Department of

Homeland Security, Science and Technology (S & T) to collect useful data for developing a survey to

reflect the perspectives of employees at S & T for mission accomplishment and to identify training

designed to have a positive impact on employees’ ability to achieve business results in a timely manner.

Co-developed and facilitated Multi-Disciplinary/Cross-Functional Teams: Tools, Techniques &

Strategies for Building Effective Teams Across S & T.

Crescent Resources, LLC 2011 Consultant/Facilitator Facilitated working groups at Department of Agriculture and developed competencies for all occupational

groupings in a 300 person division; Administered assessment to forecast training needs/gaps

Booz Allen Hamilton, 2011

Consultant/Associate

Led a work stream to support the Securities and Exchange Commission in the implementation of rolling

out their Evidence Based Performance Management System by initiating and outlining a communication

plan and developing change management strategies, policies, procedures, authorities and responsibilities

for supervisors. Areas of focus included performance management, learning and training initiatives,

strategic planning, talent management, succession planning, change management and preparing proposals

and a white paper.


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Total Learning Solutions 2011 – 2013

Facilitator/Trainer,

Facilitated and delivered training and learning solutions at Department of Labor.

Beacon Associates, Inc. 2007 – 2010

Senior Organizational Consultant

Project Manager – Treasury Department –Bureau of Engraving and Printing (BEP) Human Capital

Initiative. Led project team using change management strategies, competency assessments, skill gap

training, and succession planning for leaders, supervisors and employees. Facilitated bureau-wide focus

groups and developed competency models for all occupational groupings. Designed, facilitated, and

delivered curriculum and workshops for over 300 federal managers/supervisors (blended learning,

classroom, and video teleconference). Led the development of Resources Guides for all competencies.

Facilitated career counseling and coaching sessions with managers based on gap analysis. Facilitated

subsequent focus groups to validate competencies using appreciative inquiry technique

Project Manager - Health and Human Services (HHS) - Delivered leadership, interpersonal skills,

teambuilding, and technical training; Designed orientation and on boarding program for new HHS

employees (classroom and blended learning). Analyzed data, prepared, and forecasted training

requirements and initiatives.

Project Manager - DC Courts - Designed, facilitated, and delivered instructor led leadership

workshops; initiated Kirkpatrick evaluations; increased client awareness of generational factors, cultural

awareness, diversity and attitudes influencing work force performance. Designed, facilitated, and

delivered leadership, change management and interpersonal skills workshops at government agencies

(instructor led, blended learning, and video teleconference). Designed 20 Leadership Modules for

Leadership Curriculum

Administrative Office (AO) U.S. Courts, DC 2003 - 2007

Programs Manager

Managed Human Capital programs (telework, awards, mentoring, employee assistance, human resources

academy framework, and curriculum development). Designed, facilitated, and delivered nationwide

programs and training at conferences, workshops, user group meetings, and for delivery via the Federal

Judicial Television Network (FJTN), classroom, and video conference. Conducted surveys, analyzed data,

and prepared seven reports for Congress. Facilitated workgroups for court conferences/technology

working groups. Managed the procurement and budget functions of these programs. Developed policies,

procedures, guidelines, best practices, and benchmarks for HC issues. Served as AO point of contact for

Human Resources Managers mentoring program/ Served on initial committee to develop structure and

procedures for human resources academy.

U.S. District Court, Washington, DC 1996 - 2003

Director, Education and Training

Served as faculty for executive leadership, management, and professional development programs

Facilitated, conducted, coordinated, assessed, evaluated, and delivered education and training programs.

Designed, developed, and delivered orientation and on boarding programs for new employees of the DC

Circuit, AO, and FJC/Designed and delivered initial mission and strategic planning retreat. Designed and

facilitated Electronic Case Filing training (computer based) for bench, bar, and employees, conducted

train-the-trainer workshops. Served as faculty, facilitation, and training for the FJC’s Strategic Planning

for Training workshops. Delivered and facilitated Achieve Global’s Leadership 2000, Frontline

Leadership, Working, and Team Leadership – nation-wide/Served as FJC faculty for New Court Training

Specialists and Experienced Court Training Specialists workshops, both instructor led and via video

conference and FJTN/Conducted, analyzed, and developed agency-wide evaluations and feedback


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surveys. Conducted management and employee training and career counseling sessions to maximize

effectiveness; presented project at FJC experienced court trainers’ workshop. Developed policy,

procedures, and training for workforce recruitment and retention entitled “Attracting, Recruiting,

Interviewing, Orienting, and Retaining Your Workforce.”

U.S District Court, Washington, DC 1985 - 1996

Administrative Manager/ Manager, Courtroom Operations

Managed ten divisions in these areas: Training, Budget, Finance, Personnel, Procurement, Purchasing,

Space and Facilities, Court Reporting, Jury, and Court Interpreting. Identified and implemented strategies

for efficient and effective customer service and resource management. Served as Federal Judicial Center

(FJC) faculty for New Court Training Specialists and Experienced Court Training Specialists. Served as

faculty for FJC pilot: Putting Effective Learning Skills to Work and Structured On-the-Job Training.

Served as curriculum development specialist/faculty for train-the-trainer for FJC’s Presentation Skills.

Established and implemented mission and goals for 30 member Courtroom division.

EDUCATION

Master of Science, Human Ecology & Organizational Development - University of Maryland -1974

Bachelor of Science, Human Resources & Education - West Virginia University -1969


The Genuine Leadership System ™ - Achieve Global - 1985

Court Manager Leadership/Instructional Design/Train the Trainer – Federal Judicial Center -

1985-2003

Leadership Effectiveness Inventory Facilitation (LEI) – Center for Leadership and Management,

Graduate School USA – February 2014

Licensed Washington DC Tour Guide – DC Government/Guide Services of Washington Inc.-2011

DISC


Phi Upsilon Omicron, Washington, DC – President, Alumni Chapter and Mentor to newly formed

University of Maryland Chapter

International Society for Performance Improvement, Potomac Chapter, Washington, DC

Guild of Professional Tour Guides of Washington DC


Report to the Committees on Appropriations on the Status of Telework Implementation in the

Judiciary - Conducted survey, analyzed data, and prepared seven reports for Congress

Professional Development Plan (PDP) - Researched, designed, and implemented a PDP for all staff.

New Employee Orientation – DC Court

Orientation for Judiciary Employees - Administrative Office of the U.S. Courts, the Federal Judicial

Center, Appellate, District and Bankruptcy Courts

An Innovative Workplace - Designed and published the recruiting brochure for USDC DC

Co-authored “Supportive Leadership” with FJC colleague


Superior Performance Awards, Administrative Office of the U. S. Courts

Special Act Awards, United States District Court for DC

CLEARANCES

Suitability Clearance -DHS


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QUALIFICATIONS SUMMARY –Ms. Barbara Hulick – Instructor/Coach

Ms. Hulick is a skilled trainer and educator with 40 years of experience working with a variety of

government agencies and departments with all levels of employees. She has experience facilitating and

training every level of management from pre-supervisory leadership development programs through

development of Senior Executives. She is skilled in course design, development and evaluation of training

and development programs. She is also skilled in using experiential learning methodologies and in

developing needs assessments, surveys and data gathering instruments; evaluating programs and

presenting program findings, reports and recommendations. Ms. Hulick is a well-respected consultant

and facilitator in human resources, learning and development, and meeting planning and execution.

CORE COMPETENCIES

Executive Coach


Expert Facilitator

Workforce Planning




RELEVANT WORK HISTORY THINK STRATEGIC CONSULTING, LLC, 2013 - Present Serve as Trainer and Executive Coach at DHS S&T and Department of the Army.

Hulick Consulting, LLC. 2002 - Present Manager/Trainer

Trained the staff of the Defense Senior Leadership Development Program in partnership with the Center

for Executive Coaching in coaching skills for certification. Coached managers for the Office of Health

Affairs, Department of Homeland Security. Designed and developed leadership development courses for

the Departments of Defense, Veterans Affairs, Agriculture, Education, Commerce and Interior, and the

Office of Personnel Management. Conducted leadership and HR courses for the U.S. Postal Service

Management Institute, Office of the Inspector General, which served the federal IG community.

Consulted on workforce planning, workforce development, and succession management for organization,

such as Departments of Energy and Commerce, the Pension Benefit Guaranty Corporation, and the

Environmental Protection Agency. Conducted training in performance management for the Special

Inspector General for the Troubled Asset Relief Program, and the Office of the Inspector General, Federal

Housing Finance Agency.

Colleague Consulting, LLC 2006 - Present Coach/Trainer

Coached Internal Revenue Service (IRS) employees in the Candidate Development Program, the

Executive Readiness Program, the Emerging Leader Program and the Wage and Investments

Leadership Program. Trained managers for IRS Appeals in coaching skills. Coached managers in the

Senior Leadership Coaching Program, Smithsonian Institution. Some coachees were special agents in

charge for criminal investigations.

Serco, North America, 2005 - Present Consultant/Instructional Systems Designer

Supported the DoD team tasked with implementing the National Security Personnel System (NSPS).

Served as the HR adviser to the prime contractor team. Provided the subject matter content for all HR

Elements courses for NSPS and served as the lead instructional designer and master trainer for these

courses used by over 100,000 employees. Worked with investigators, police officers, auditors and

attorneys on the development of performance measures.


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Department of Veterans Affairs, 1996 - 2000

Director, Human Resource Development

Managed VA-wide leadership development programs, helped develop core competencies for all

employees, and led a VA-wide task force to improve competency development of human resource

professionals. Directed the management of the VA’s capstone leadership program for the entire

department. Served as a VA mentor. Provided guidance to senior leaders on learning strategies, change

management, and organization development in a department of 240,000 employees. Led development of

a VA workforce planning system and collaborated on the creation of the VA Learning University.

Defense Logistics Agency, , 1991- 1996

Senior Employee Development Specialist

Led an agency-wide, interdisciplinary task force on the implementation of the Defense Acquisition

Workforce Improvement Act. Provided policies on recruitment, deployment, development and retention

of acquisition personnel. Provided advice to field commanders on the improvement of training and

education programs. Served on personnel management evaluation teams which conducted two-week

surveys in major field components.

Department of Army 1985 - 1991

Chief, Training and Career Management Division and Program Analysis Staff

Led consolidation of two training offices in the Pentagon. Planned, developed, and managed the civilian

training program for 120 organizations connected to Headquarters Army. Managed a training budget for

interns, intern salaries, and long-term and short-term training programs. Provided Instructional Systems

Design services. Worked with the Army Audit Agency on planning their training program and the

management of audit and investigative careers.

Department of Army, 1982 - 1985 Chief, Training and Career Management Branch,

Planned, developed, and administered the civilian training program for the Army Secretariat.

Department of Army 1981 - 1982

Employee Development Specialist

Provided policy guidance on Army regulations and procedures

Community Services Administration 1975 - 1981 Agency Training Officer

Managed the employee development program for the headquarters and 10 regional offices. Worked with

investigators to develop a competency model, training plans and recruitment strategies for the occupation.

National Institute of Education, Department of Health, Education & Welfare 1973 - 1975

Training Officer

As the first training officer for the new agency, developed policy, procedures and processes for the

training program. Designed and developed training programs for the agency.

EDUCATION

M.Ed., Curriculum Development, University of Florida, Gainesville, FL

B.A., Secondary Education/History, University of Florida, Gainesville, FL


Certified Executive Coach, Center for Executive Coaching (ICF-approved)

Master Certified Coach Trainer, Center for Executive Coaching (ICF-approved)

Certified Mediator, Department of Veteran Affairs


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Executive Board Member, Training Officers Consortium

Member, American Society for Training and Development


Co-authored National Academy of Public Administration (NAPA) publication, “A Work Experience

Second to None: Impelling the Best To Serve,” 2001.

“Recruitment and Retention Data Book,” National Academy of Public Administration, 2001.


Spencer Logan Award for Lifetime Excellence in Training, Training Officers Consortium, 2011

Federal Aviation Administration Flight to Organizational Excellence Award, 2005

International Public Managers Association, Federal Human Resource Sector, President’s Choice

Award, 2003

Exceptional Service Award, Department of Veterans Affairs, 2000

Meritorious Civilian Service Award, Defense Logistics Agency, 1996

Outstanding performance ratings and awards throughout federal career

CLEARANCES

Secret Clearance eligible

DHS Suitability Clearance -2013

QUALIFICATIONS SUMMARY – Dr. Kerry Joels – Instructor/Coach

Dr. Joels was a senior internal executive coach with the Department of Health and Human Services and

its component agencies. In this capacity he has coached every level from employee to executive and for

executives in the Office of the Secretary. His coaching has included personal and leadership development,

crisis management, personnel issues, policy issues, and conflict resolution. He has also coached teams at

all levels in multiple organizations. Dr, Joels was the Senior Faculty responsible for teaching coaching to

supervisors, managers, and executives and certifying instructors for those courses. Dr. Joels has worked

with and for NASA on various projects since 1970. For the past eight years, Dr. Joels has worked on

NASA Cooperative Agreements for team-based learning programs using Shuttle, Mars Lander, and

virtual Mars base environments. He has also directed program evaluation for these efforts.

CORE COMPETENCIES

Executive Coach


Expert Facilitator

Virtual Learning




Team-based Learning

RELEVANT WORK HISTORY THINK STRATEGIC CONSULTING, LLC. 2012 - Present Leadership Coach/Instructor Provides executive, leadership development and career coaching to clients in federal government and

non-profit sectors. Participated on joint Human Capital Management training services and curriculum

development for the CIAU and UVA.

Independent Consultant 1973 - Present Consulting services with partners to several industries including Government, Aerospace, and Electronics,

Education, and Entertainment clientele. Past Clients have included: NASA, The U.S. Air Force,

Rockwell International, SAIC, The Smithsonian Institution, Universal Studios, etc. Organization

Development and Human Resource Development activities have included crisis interventions, mediation,


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negotiation, executive coaching, management interventions for large and small systems, team coaching

activities.

Total Learning Research Institute 1989 – Present Founding Director and President.

Developed programs for schools, teachers, and adult professionals, as well as for supervisory,

management and executive skills dealing with technological, scientific, mathematical, and interpersonal

literacy. Developed a coaching skills module for use by students and adults. Provided high impact

TEAMING experiences, and workshops and training programs. Supported the simulation programs

including Space Shuttle simulators, lunar and Mars Landers, and the virtual Mars City online site for

challenge-based team activities for new astronauts

United States Department of HHS Office of the Secretary 1985 – 2004

Senior Internal Organization Development Consultant, Senior Executive Coach

Served as senior Internal Organization Development consultant, senior executive coach, and senior

training policy specialist for Human Resource Development under the Deputy Assistant Secretary for

Human Resources. Senior faculty and program manager for the Department-wide e-learning network, the

Department-wide supervisory training program, and the Department-wide Secretary’s Executive

Leadership Program. Chief instructor and master trainer for multiple programs, including instructor

certification seminars for a variety of curricula and instruments. Managed and facilitated the program for

Department-wide supervisory training including certification and training of instructors, curriculum

updates and modifications for coaching skills. Served on the planning staff for the Secretary’s Senior

Staff Retreats designed to bring agency heads and deputies together for strategic planning and structured

change interventions and then coach them for implementation.

National Air & Space Museum, Smithsonian Institution 1978 - 1985 Director of Education, Curator for Space Science

Provided lectures, publications, research, consultative assistance programs for educators, students, and

museum professionals.

Deloitte Consulting 1973 - 1978

Lecturer

Lectured at NASA Ames Research Center for NASA on various topics – including leadership related

issues.

Dignity of Man Foundation 1972 - 1973

Director of Education

Provided educational activities for multi-cultural educational programs and programs for disadvantaged

youth.

Principia College, St. Louis, Mo. 1968 - 1970

Professor – Fulltime

Professor Physics, Astronomy, Psychology & Statistics.

EDUCATION

Postgraduate Certificate in Organization Development, Georgetown University – 1995

Doctor of Education – Concentration: Higher Education, Curriculum & Instruction, Aerospace

Education Oklahoma State University– 1972 (NASA funded)

Master of Arts – Concentration: History of Science, History of Astronomy, University of Illinois - 1968

Bachelor of Science - Majors: Physics, Education, Minors: Mathematics, Philosophy & Religion,

Principia College – 1967


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MBTI, Advanced MBTI and Team-based MBTI

Inside-Out Coaching Program

Master Trainer for Achieve Global Management and Team Instructor Certification

Wm. Bridges Managing Transitions

Drexler-Sibbett Team Development

Fast-Cycle/Full Participation Strategic Planning

U.S. Justice Department Negotiation Course and Mediation Course


International Society for Technology in Education- member

Organizational Development Network - Associate


Space Shuttle Operator's Manual

Mars One Crew Manual


The Young Astronaut Council, September, 1984- February 1987;

The Challenger Center, July 1987 – August 1988;

The Synthesis Group (Commission on Lunar and Martian Exploration), July 1990 – March 1991

CLEARANCES

Secret Clearance