As NIC envisions its work in corrections leadership and management in the 21st century, we foresee multiple challenges, including shifts in leadersÂ’ roles and responsibilities, changing demographics in human resources, the role of technology, the need to capture, manage, and use data to inform practices, and the incorporation of research-based practices into correctional administration. These shifts call for reassessment of the knowledge and skills necessary for staff to advance their careers as well as close inspection of the leadership development programs designed to impart the knowledge and skills necessary for advancement. NIC recognizes the need to provide leadership development at earlier stages in a corrections workerÂ’s career to assist agencies with succession management and improve agency outcomes. NIC defines the supervisor as individuals who manage staff who work directly with the client or constituent group; a position that is generally one or two steps above the line or entry-level position in the organization. NICÂ’s Correctional Leadership Competencies for the 21st Century competency model identifies 10 core competencies for supervisors: ethics and values, interpersonal relationships, motivating others, oral and written communication, developing direct reports, managing conflict, team building, collaboration, and problem solving and decision making. A proposal responsive to this solicitation should, at a minimum: identify a plan to address the scope and timeframe of the project; ascertain the essential components of a research-informed leadership development program at the supervisor level; determine the methodology necessary to develop the course architecture and design the course; and identify a team that includes members with leadership subject matter expertise, project management experience, experience in the development and validation of assessment instruments, and expertise in instructional design. Scope of Work: The qualified applicant team will be able to: Conduct a comprehensive literature review on leadership theory, practices, and programs to include research on effective leadership development and best practices in program design. Assess NICÂ’s current catalog of leadership development resources for potential content including the core competency model Correctional Leadership Competencies for the 21st Century and the existing course for leadership development at the supervisor level, Essential Skills for New Supervisors. Create a course architecture that incorporates the components and content of a strategic, research-informed leadership develop program that targets corrections supervisors. Develop and integrate into the course design a validated assessment instrument that will identify an end-userÂ’s current level of proficiency in the identified course competencies. The instrument must be in a file format that is compatible with electronic delivery, scoring, and report generation. Establish benchmarks and metrics for formative and summative evaluation for all levels of course evaluation based on the Kirkpatrick model. Using the course architecture, develop lesson plans, course media, participant guide(s), and facilitator guide(s) for a blended modality course that includes optional virtual training modules so the course can be delivered virtually or in a classroom. Produce a design document for the course that includes a narrative description of the project including the background, purpose, target population, project objectives, course objectives, the course architecture, design notes, delivery media, and resources / references used. Identify potential pilot delivery sites for both the virtual and classroom design options of the curriculum. Deliverables: At a minimum, the awardee will deliver the following products in complete and compliant form: (1) A design document that includes narrative descriptions of all components of the project including: a. background; b. purpose; c. target population; d. project objectives; e. course objectives; f. course architecture; g. design notes; h. delivery media; and, i. all resources / references used for the development and design of the course. (2) A blended modality supervisory leadership development curriculum that includes: a. lesson plans; b. course media; c. participant guide(s); d. facilitator guide(s); e. comprehensive evaluation plan; f. a classroom delivery option; g. a virtual delivery option; and, h. revisions to both design options as deemed necessary during pilot deliveries. (3) A validated assessment instrument that identifies the end userÂ’s level of proficiency in identified course competencies to be used as a component of the course. (4) Pilot delivery of the virtual delivery design. (5) Pilot delivery of the classroom delivery design. FOR FURTHER INFORMATION: All technical or programmatic questions concerning this announcement should be directed to Amanda Hall, Correctional Program Specialist, National Institute of Corrections who may be reached by email at email@example.com. In addition to the direct reply, all questions and responses will be posted on NICÂ’s website at www.nicic.gov for public review (the names or affiliations of those submitting questions will not be posted). The website will be updated regularly and postings will remain on the website until the closing date of this cooperative agreement solicitation.