SOLICITATION NOTICE
R -- LEADERSHIP COMPETENCY MODEL 360 DEGREE ASSESSMENT
- Notice Date
- 4/18/2012
- Notice Type
- Presolicitation
- NAICS
- 611430
— Professional and Management Development Training
- Contracting Office
- MICC - Fort Belvoir, Directorate of Contracting, 9410 Jackson Loop, Suite 101, Fort Belvoir, VA 22060-5116
- ZIP Code
- 22060-5116
- Solicitation Number
- W91QV112R0004A
- Response Due
- 5/15/2012
- Archive Date
- 7/14/2012
- Point of Contact
- DENESE HENSON, 703-806-4608
- E-Mail Address
-
MICC - Fort Belvoir
(denese.henson@us.army.mil)
- Small Business Set-Aside
- N/A
- Description
- The purpose of this notice is to announce the release of the draft Performance Work Statement for the Leadership Competency Model 360 Degree Assessment Tool for DAU. Information regarding this posting should be submitted via email to Sharon.K.Shelton4.civ@mail.mil and Denese.Y.Henson.civ@mail.mil. the solicitation will be posted on or about April 27, 2012 and scheduled to close on or about May 15, 2012 at 2pm EST. PERFORMANCE WORK STATEMENT (PWS) FOR LEADERSHIP COMPETENCY MODEL 360-DGREE ASSESSMENT TOOL 1.Reserved 2.Reserved 3. BACKGROUND 3.1 The Defense Acquisition University (DAU) provides mandatory, assignment-specific and continuing education courses for military and civilian acquisition personnel. As the Department of Defense (DoD) corporate university for acquisition training, the DAU sponsors curriculum and instructor training to provide a full range of basic, intermediate, advanced, and assignment-specific courses to support the career goals and professional development of the acquisition workforce. The mission of DAU is to provide practitioner training and services to enable the Ac-quisition, Technology, and Logistics (AT&L) community to make smart business decisions and deliver timely and affordable capabilities to the warfighter. The DoD's AT&L workforce cur-rently consists of almost 150,000 Department of Army, Department of Navy, Department of Air Force, and Defense agency professionals serving in 14 AT&L career fields. 3.2 Workforce development is based on producing desired effects through a deliberate manage-ment of people and their professional and technical development. Simply stated, this construct is engineered to provide the organization with the right people, at the right place, and at the right time. Key to this result is 360-degree multi-rater feedback that would be useful to executive and other Defense acquisition leaders to help these individuals be more effective in their current roles, and also to help them understand the areas they should focus on if they desire to move into other management or leadership roles within Defense acquisition. 3.3 DAU relies upon training coordination offices across the DoD to enroll students in courses, including rescheduling when situations occur that requires students to drop after formal enroll-ment. An initial roster of attendees is available approximately 45 days before the start of a course session. With few exceptions, the mulit-rater feedback report is required at the start of the class session. 3.4 Because rescheduling of a few students in each course session occurs between formal en-rollment and the commencement of the course, substitution of one multi-rater subject with an-other has been DAU practice. If the substitution occurs before the receipt of respondent feed-back to the contractor, the substitution is at no cost to the government. If the substitution occurs subsequent to receipt of respondent feedback, the contractor will be paid for the multi-rater in-strument whether complete feedback has been received or a report generated. 4. OBJECTIVES Provide multi-rater (360 degree) assessment tools and reports for executive and other lev-els of Defense acquisition leaders Provide a system to solicit, collect, assess and report feedback, as well as the status of so-licitation and collection of feedback Provide a performance learning resources and planning tool to enable the individual lead-er development based on the 360 feedback As a minimum, the assessment tool will solicit feedback related to leadership competen-cies define by the Office of Personnel Management (22 Executive Core Qualifications and 6 Fundamental Competencies for a total of 28 leadership competencies) Training of DAU faculty to facilitate interpretation of assessment reports and develop-mental planning Training of DAU administrative staff to access and use the contractors system for the purpose of ordering assessments, receiving reports, and access to other information the contractor intends to provide the government 5. SCOPE. The scope of this effort is to provide DAU the means to collect and interpret lead-ership competency assessments for the purpose of enabling increased capacity and performance of the Defense acquisition workforce. The support shall include a multi-rater 360-degree indi-vidual assessment instrument (that can be tailored to up to three different surveys), and other needed tools, and performance learning resources and planning materials that will be used for leadership development purposes within the DAU. The subjects using the assessment tool and resource guide environment will be leaders within the defense acquisition community and the DAU. Also, training will be provided to DAU faculty and staff to enable effective interpretation of assessment reports and developmental planning, and interface with the contractor's system. 6. REQUIREMENTS 6.1 Multi-Rater 360-Degree Assessment Tool 6.1.1 The DAU requires a multi-rater 360-degree assessment tool. The 360-degree assessment tool must be highly reliable and valid, capable of assessing individuals based upon the compe-tencies contained in paragraph 6.1.6. The contractor shall map the competencies contained in the provided tool to the competencies, therein, so that the DAU can assess the Defense acquisition community and the DAU leadership development requirements. The tool shall be capable of be-ing tailored to customize the name and description of competencies at executive and two addi-tional Defense acquisition management levels. 6.1.2 Flexibility. The 360-degree assessment shall be flexible, so that leaders and managers in the Defense acquisition community and the DAU can change the name of the competencies, if desired, and provide the capability to add/change/delete competencies to/from the tool environ-ment. 6.1.3 Demographic Information. The tool shall have the ability to gather demographic infor-mation, the capability to ask open-ended questions and the capability for the subjects and re-spondents to enter comments and have responses reported back to the subject (the individual be-ing assessed). 6.1.4 Respondents. The tool shall be flexible, with the ability to accommodate different numbers and kinds of respondents that complete the assessment instrument for each subject. For example, if the subject wants only a self-assessment, the subject shall be capable of doing this without changes in the tool environment, or the subject shall also be able to choose just self and peer re-spondents. The contractor's system must be capable of collecting and aggregating up to five seg-regated groups-the subject, boss/bosses, peers, subordinates, and one other category. 6.1.5 Level of Importance. The instrument shall be capable of identifying the level of importance of a skill for the subject in their current position and/or the level of skill required for each compe-tency. As a minimum, the instrument shall be capable of collecting the importance of the skill and/or level of skill required from the subject (self assessment) and the subject's "boss" or "bosses." 6.1.6 Enterprise License(s) for 360-Degree Assessment. The contractor shall provide any neces-sary enterprise license(s) for the 360-degree assessment tool or system. 6.1.7 Leadership Competencies Assessed by 360-Degree Assessment Tool. The primary focus will be the assessment of competencies shown in Figure 1 for executive and two other leadership levels. Figure 1. OPM Executive Core Qualifications and Fundamental Competencies EXECUTIVE CORE QUALIFICATIONS Leading Change --Creativity & Innovation --External Awareness --Flexibility --Resilience --Strategic Thinking --VisionLeading People --Conflict Management --Leveraging Diversity --Developing Others --Team Building Results Driven --Accountability --Customer Ser-vice --Decisiveness --Entrepreneurship --Problem Solving --Technical CredibilityBusiness Acumen --Financial Management --Human Capital Management --Technology Management Building Coalitions --Partnering --Political Savvy --Influencing/ Negotiating Fundamental Competencies: Interpersonal Skills, Oral Communication, Integrity/Honesty, Written Communication, Con-tinual Learning, and Public Service Motivation Source: U.S. Office of Personnel Management (2010). Guide to Senior Executive Service Quali-fications Leading Change - This competency involves the ability to bring about strategic change, both within and outside the organization, to meet organizational goals. Inherent to this competency is the ability to establish an organizational vision and to implement it in a continuously changing environment. Creativity and Innovation: Develops new insights into situations; questions conventional approaches; encourages new ideas and innovations; designs and implements new or cut-ting edge programs/processes. External Awareness: Understands and keeps up-to-date on local, national, and interna-tional policies and trends that affect the organization and shape stakeholders' views; is aware of the organization's impact on the external environment. Flexibility: Is open to change and new information; rapidly adapts to new information, changing conditions, or unexpected obstacles. Resilience: Deals effectively with pressure; remains optimistic and persistent, even under adversity. Recovers quickly from setbacks. Strategic Thinking: Formulates objectives and priorities, and implements plans consistent with the long-term interests of the organization in a global environment. Capitalizes on opportunities and manages risks. Vision: Takes a long-term view and builds a shared vision with others; acts as a catalyst for organizational change. Influences others to translate vision into action. Leading People - This competency involves the ability to lead people toward meeting the organ-ization's vision, mission, and goals. Inherent to this competency is the ability to provide an inclu-sive workplace that fosters the development of others, facilitates cooperation and teamwork, and supports constructive resolution of conflicts. Conflict Management: Encourages creative tension and differences of opinions. Antici-pates and takes steps to prevent counter-productive confrontations. Manages and resolves conflicts and disagreements in a constructive manner. Leveraging Diversity: Fosters an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organiza-tion. Developing Others: Develops the ability of others to perform and contribute to the or-ganization by providing ongoing feedback and by providing opportunities to learn through formal and informal methods. Team Building: Inspires and fosters team commitment, spirit, pride, and trust. Facilitates cooperation and motivates team members to accomplish group goals. Results Driven - This competency involves the ability to meet organizational goals and customer expectations. Inherent to this competency is the ability to make decisions that produce high-quality results by applying technical knowledge, analyzing problems, and calculating risks. Accountability: Holds self and others accountable for measurable high-quality, timely, and cost-effective results. Determines objectives, sets priorities, and delegates work. Ac-cepts responsibility for mistakes. Complies with established control systems and rules. Customer Service: Anticipates and meets the needs of both internal and external custom-ers. Delivers high-quality products and services; is committed to continuous improve-ment. Decisiveness: Makes well-informed, effective, and timely decisions, even when data are limited or solutions produce unpleasant consequences; perceives the impact and implica-tions of decisions. Entrepreneurship: Positions the organization for future success by identifying new op-portunities; builds the organization by developing or improving products or services. Takes calculated risks to accomplish organizational objectives. Problem Solving: Identifies and analyzes problems; weighs relevance and accuracy of information; generates and evaluates alternative solutions; makes recommendations. Technical Credibility: Understands and appropriately applies principles, procedures, re-quirements, regulations, and policies related to specialized expertise. Business Acumen - This competency involves the ability to manage human, financial, and in-formation resources strategically. Financial Management: Understands the organization's financial processes. Prepares, justifies, and administers the program budget. Oversees procurement and contracting to achieve desired results. Monitors expenditures and uses cost-benefit thinking to set prior-ities. Human Capital Management: Builds and manages workforce based on organizational goals, budget considerations, and staffing needs. Ensures that employees are appropriate-ly recruited, selected, appraised, and rewarded; takes action to address performance prob-lems. Manages a multi-sector workforce and a variety of work situations. Technology Management: Keeps up-to-date on technological developments. Makes ef-fective use of technology to achieve results. Ensures access to and security of technology systems. Building Coalitions - This competency involves the ability to build coalitions internally and with other Federal agencies, State and local governments, nonprofit and private sector organizations, foreign governments, or international organizations to achieve common goals. Partnering: Develops networks and builds alliances; collaborates across boundaries to build strategic relationships and achieve common goals. Political Savvy: Identifies the internal and external politics that impact the work of the organization. Perceives organizational and political reality and acts accordingly. Influencing/Negotiating: Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals. Fundamental Competencies - The fundamental competencies are the attributes that serve as the foundation for success in each of the five Executive Core Qualifications. Interpersonal Skills: Treats others with courtesy, sensitivity, and respect. Considers and responds appropriately to the needs and feelings of different people in different situa-tions. Oral Communication: Makes clear and convincing oral presentations. Listens effectively; clarifies information as needed. Integrity/Honesty: Behaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Models high standards of ethics. Written Communication: Writes in a clear, concise, organized, and convincing manner for the intended audience. Continual Learning: Assesses and recognizes own strengths and weaknesses; pursues self-development. Public Service Motivation: Shows a commitment to serve the public. Ensures that actions meet public needs; aligns organizational objectives and practices with public interests. 6.2 The 360-Degree Assessment Report 6.2.1 The tool must be capable of creating simple, intelligible, and comprehensive feedback re-ports that identify relative strengths and weaknesses in relationship to the competencies in para-graph 6.1.6. The survey report shall be flexible. That is, the report shall be customizable so that if the DAU wants to point out competencies that are important for the Defense acquisition commu-nity and DAU subjects to develop, that information can be added or deleted without major changes in the tool or cost to the government. 6.2.2 The report shall include normative data that show how the subject's scores compared to the population at their same leadership level. 6.3 Performance Learning Resources and Planning Tool 6.3.1 Action Planning Tools. After viewing a report, the subject shall have access to action plan-ning tools that he/she can use for leadership development based on the assessment results. The action planning tools shall provide a set of resources at the appropriate leadership level. These resources may be online learning, residence courses, books, seminars, workshops, etc. DAU shall be able to augment the contractor's references. 6.3.2 Action Plan. The subject shall be able to develop an action plan in order to personalize his/her development. The action plan shall be capable of identifying near-term and long-term actions. 6.4 Contractor Management and Administration System 6.4.1 As a limited window of time is available between course enrollment and commencement of classes, a proactive, collaborative approach between the contractor, DAU and its students is needed to ensure meaningful and timely feedback. The following process has been defined to achieve the request and receipt of timely respondent feedback and report generation with mini-mum cost of DAU and contractor resources: DAU will provide the name or names of subjects and email addresses to the contractor approximately 45 days before a report of the multi-rater assessment is required. The contractor is expected to solicit the names and email addresses of respondents within 48 hours of receipt of subject names and email addresses. Within 48 hours of receipt of the respondent names and email addresses, the contractor shall solicit respondent feedback. The contractor shall provide the government a weekly status report identifying the status of all individuals who have been assigned to complete the survey. As a minimum, the sta-tus shall include the following for all individuals: total completion, total declined, total outstanding, dates of subjects invitation, dates of respondents invitation, completion of self assessment, and dates the survey closed. NOTE: A subject is an individual who is requesting that a 360 assessment be conducted on him or her. A respondent is an individual such as the subject's boss or bosses, peers, subordinates and other group/groups. 6.5 Other Requirements 6.5.1 DAU relies upon training offices across the DoD to enroll students in courses, including rescheduling when situation occurs that requires students to drop after formal enrollment. An initial roster of attendees will be provided up to 45 days before the start of a course session. The multi-rater feedback report is required at the start of the class session. Because rescheduling of a few students in each course session occurs between formal enrollment and the commencement of the course, substitution of one multi-rater subject with another has been DAU practice. If the substitution occurs before the receipt of the respondent's feedback to the contract, the substitu-tion is at no cost to the government. If the substitution occurs subsequent to receipt of the re-spondent's feedback, the contract will be paid for the multi-rater instrument whether complete feedback has been received or a report generated. 6.5.2 The contractor's system shall offer the capability to produce reports. 6.5.3 The system shall offer an online capability for subjects to search and identify resources for improvement of competencies assessed by the respective assessment tool. 6.5.4 The system shall offer an interface resources tool that allows the subject to search for com-petencies and associated resources that she/he would like to pursue in order to further develop their leadership capabilities. 6.5.5 The contractor shall provide DAU administrators access on demand to retrieve 360-assessment reports. 6.5.6 The system shall be capable of tracking the delivery of emails to subjects and prospective respondents sufficient to detect the non-delivery of emails. Detection of non-delivery shall trig-ger action on the part of the contractor (contacting the subject or DAU) with the objective of successful retransmission within 24 hours of detection of an invalid or inactive email address. 6.6 Training 6.6.1 The contractor shall provide training to DAU faculty to enable them to effectively interpret assessment reports, facilitate interpretation of reports by subjects, and mentor subjects to create developmental plans using the contractors online resources. The contractor will be required to train up to 40 DAU faculty. Training will be provided to as many as 20 faculty in the base year and 10 additional faculty in each option year. The training should be able to be accomplished within 2 days (each group). 6.6.2 The contractor shall provide training to DAU administrative staff to enable them to effec-tively use the contractor's system to access information and reports required in this solicitation. This training may be provided as residence training, online training or by video teleconferencing. Up to 10 administrative staff may be trained, all within 90 days of contract award. 7. QUALITY ASSURANCE AND PERFORMANCE STANDARDS 7.1 Quality Assurance. Quality assurance is a means to measure and determine contract compli-ance of the quality and quantity of goods and services purchased from a contractor. The contrac-tor, not the Government, is responsible for the management and quality control actions that are needed to meet the terms of the contract. The Government recognizes that unforeseen and uncontrollable problems do occur. Good management and the use of an adequate quality control plan that will allow the contractor to operate within specified performance requirements. It is the responsibility of the contractor to notify the Contracting Officer's Representative (COR) at the earliest opportunity of problems that may result in one or more performance requirements not being met. 7.2 Contracting Officer's Representative. The COR, as the designated representative of the Con-tracting Officer (KO), is responsible to notify the KO of any problems or circumstances that in-dicate that the contractor is not complying with the terms, conditions, or performance require-ments of the contract, or when circumstances occur that represent a significant risk that the Gov-ernment may not receive the quality of goods and services purchased from the contractor. The COR is expected to be objective, fair and consistent in evaluating contractor performance. 7.3 Performance Standards. The following performance standards as described in figure 2 will be monitored, assessed, measured, and evaluated throughout the duration of the contract. Figure 2. Performance Standards Performance AreaSTANDARD Multi-Rater 360-Degree Assessment ToolThe tool(s) shall be web-based, easily accessible by subjects and respondents, tailored to the respective leadership/management level, and relevant to Defense acquisition managers. (PWS 6.1) Multi-Rater 360-Degree Assessment Re-portThe report shall be organized to facilitate interpretation of feedback and development of improvement plans. The report shall clearly articulate feedback from differ-ent groups of respondents, including the subject's self-assessment. The report shall be transmitted by email to DAU and/or subjects. (PWS 6.2) Performance Learning Resources and Planning ToolThe action planning tools are easily accessible online and action planning resource materials shall be capable of producing near and long-term improvement plans and a longer-term, more robust, strategic development plan for each subject. (PWS 6.3). Contractor Management and Admin-istration System Effective implementation of contract requirements with emphasis on timely solicitation of feedback, time and comprehensive collection, and timely reporting. The contractor's system must be "user friendly" with re-spect to information that is to be available to DAU. (PWS 6.4). Training. The learning materials, the instructor & administrative staff training presentation, and classroom training will be well organized, professionally conducted and suffi-cient to train the number of faculty & administrative staff required by DAU. (PWS 6.6) 7.4 Contract Manpower Reporting Clause. The Office of the Assistant Secretary of the Army (Manpower & Reserve Affairs) operates and maintains a secure Army data collection site where the contractor will report ALL contractor manpower (including subcontractor manpower) re-quired for performance of this contract. The contractor is required to completely fill in all the information in the format using the following web address: https://cmra.army.mil. The required information includes: (1) Contracting Office, Contracting Officer, Contracting Officer's Technical Representative; (2) Contract number, including task and delivery order number; (3) Beginning and ending dates covered by reporting period; (4) Contractor name, address, phone number, e-mail address, identity of contractor employee en-tering data; (5) Estimated direct labor hours (including subcontractors); (6) Estimated direct labor dollars paid this reporting period (including subcontractors); (7) Total payments (including subcontractors); (8) Predominant Federal Service Code (FSC) reflecting services provided by contractor (and separate predominant FSC for each subcontractor if different); (9) Estimated data collection cost; (10) Organizational title associated with the Unit Identification Code (UIC) for the Army Requiring Activity (the Army Requiring Activity is responsible for providing the contractor with its UIC for the purposes of reporting this information; (11) Locations where contractor and subcontractors perform the work (specified by zip code in the United States and nearest city, country, when in an overseas location, using standardized no-menclature provided on website); (12) Presence of deployment or contingency contract language; and (13) Number of contractor and subcontractor employees deployed in theater this reporting period (by country). As part of its submission, the contractor will also provide the estimated total cost (if any) in-curred to comply with this reporting requirement. Reporting period will be the period of perfor-mance not to exceed 12 months ending September 30 of each government fiscal year and must be reported by 31 October of each calendar year. Contractors may use a direct XML data trans-fer to the database server or fill in the fields on the website. The XML direct transfer is a format for transferring files from a contractor's systems to the secure website without the need for sepa-rate data entries for each required data element at the website. The specific formats for the XML direct transfer may be downloaded from the website. 8. PLACE OF PERFORMANCE. Services may be performed at the contractor's site with the exception of training DAU personnel which shall be performed at the DAU Ft Belvoir, VA cam-pus, 9820 Belvoir Road, Fort Belvoir, VA 22060. The contractor shall attend management meet-ings at the DAU Ft Belvoir campus or when slated to be more cost-effective, attend these meet-ings using Video Teleconferencing (VTC). 9. PERIOD OF PERFORMANCE. The period of performance of this contract shall be one base year of twelve months and two option years. The contactor may be required by the KO to continue performance beyond the respective period for emergency or mission essential reasons. 10. DELIVERY SCHEDULE. The items to be delivered during the period of performance are described in Figure 3. Figure 3: Deliverables PWS Para#Deliverable TitleFormatDue DateDistribution/ CopiesFrequency & Remarks 6.1Web-based Multi-Rater (360-Degree) Assessment Tools (up to three ver-sions)Contractor's Format As soon as 30 days af-ter contract award and coincident with the start dates of DAU courses None; the multi-rater tool is re-quired to be a web-based tool Recurring 6.2360-Degree Assessment ReportsContractor's FormatReports are due 48 hours before the start date of the respective DAU course or other date as may be specified by DAU in the case of reports that are being used for consulting pur-posesElectronic PDF copy to the DAU administrative staffRecurring 6.4Group Sum-mary ReportsContractor's FormatA report is due when 360-Degree Assessment Reports are delivered for a course; reports sum-marize the primary areas of strengths and weak-nesses of the reports for that courseElectronic PDF copy to DAU administrative staffRecurring 6.5Status Re-portsContractor's FormatStatus reports are due weekly after initiation of an order. Reports will document names of sub-jects and status of re-spondent feedback by segregated groups (i.e., boss/bosses, peers, etc.)Electronic PDF copy to DAU administrative staffRecurring 6.6Training Contractor's FormatAs soon as 30 days after contract award; specific dates to be coordinated between the contractor and DAU COR Distribution of training materials during training sessionAnnual 11. SECURITY. The contractor will not require access to classified data or information. 12. GOVERNMENT--FURNISHED EQUIPMENT (GFE)/GOVERNMENT-FURNISHED INFORMATION (GFI). Names and contact information of subjects. 13. OTHER PERTINENT INFORMATION or SPECIAL CONSIDERATIONS. a. Identification of Potential Conflicts of Interest (COI). The contractor shall identify to the Government any potential COIs so that the Government can properly evaluate the COIs in which the outcome will result in avoiding, neutralizing, or mitigating such potential conflicts. FAR Part 9.501 defines "organizational COI" as a situation where because of other relationships or activities a person (company) is unable or potentially unable to render impartial assistance or advice to the Government or cannot objectively perform contract work or has an unfair competi-tive advantage. FAR 9.502 states that "an organization COI may result when factors create an actual or potential conflict of interest on an instant contract, or when the nature of the work to be performed on the instant contract creates an actual or potential COI on a future acquisition." An "organizational COI" exists when the nature of the work to be performed may, without some re-striction on future activities, (1) result in an unfair competitive advantage to the contractor on other contracts or (2) impair the contractor's objectivity in performing the contract work. b. Identificationof Non-Disclosure Requirements. The contractor shall not divulge in-formation considered to be proprietary to the Government or another contractor. If non-disclosure agreements are necessary, they shall be brought to the attention of the Government for signature before the contract is awarded. c. Packaging, Packing and Shipping Instructions. None. d. Inspection and Acceptance Criteria. Any items determined to be damaged from pack-aging, packing or shipping from the contractor location and received at the DAU location shall be replaced by the contractor at no additional cost to the Government. 14. SECTION 508 ACCESSIBILITY STANDARDS. The following Section 508 Accessibil-ity Standard(s) (Technical Standards and Functional Performance Criteria) are applicable (if box is checked) to this acquisition. Technical Standards 0 1194.21 - Software Applications and Operating Systems X 1194.22 - Web Based Intranet and Internet Information and Applications 0 1194.23 - Telecommunications Products 0 1194.24 - Video and Multimedia Products 0 1194.25 - Self-Contained, Closed Products 0 1194.26 - Desktop and Portable Computers X 1194.41 - Information, Documentation and Support The Technical Standards above facilitate the assurance that the maximum technical standards are provided to the Offerors. Functional Performance Criteria is the minimally acceptable standards to ensure Section 508 compliance. This block is checked to ensure that the minimally acceptable electronic and information technology (E&IT) products are proposed. Functional Performance Criteria X 1194.31 - Functional Performance Criteria
- Web Link
-
FBO.gov Permalink
(https://www.fbo.gov/notices/987fac485d092f2a1515c4933784942b)
- Place of Performance
- Address: MICC - Fort Belvoir Directorate of Contracting, 9410 Jackson Loop, Suite 101 Fort Belvoir VA
- Zip Code: 22060-5116
- Zip Code: 22060-5116
- Record
- SN02724927-W 20120420/120418234947-987fac485d092f2a1515c4933784942b (fbodaily.com)
- Source
-
FedBizOpps Link to This Notice
(may not be valid after Archive Date)
| FSG Index | This Issue's Index | Today's FBO Daily Index Page |