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March 31, 2021 By cs

Georgia Tech’s Contracting Academy is pressing the pause button

It’s been a successful ten-year run for The Contracting Education Academy at Georgia Tech, and now it’s time to take a break.

Effective April 1, 2021, The Academy is suspending its course offerings.

Alexis Kirksey

“After 183 government acquisition training engagements, providing 4,950 hours of instruction for the benefit of 3,243 students, we’re taking a breather,” explains Academy program manager Alexis Kirksey.  “Workforce needs and training options in the field of government procurement are evolving, hastened by the pandemic, so Georgia Tech must decide what role should be played in the future.”

At its conception in 2010, the mission of Georgia Tech’s Contracting Academy was defined as becoming a nationally recognized training source for the government acquisition community.   Without question, that mission has been fulfilled.

Chuck Schadl
Looking Back

The Contracting Academy has an interesting history.  The Academy rolled out its first educational offering to 10 students in February 2011.

The Academy was born about a year earlier when a vice president of the Georgia Institute of Technology sponsored a Shark Tank-type competition as a way of encouraging faculty and staff to submit ideas about how the Institute could serve new markets.  Among the 200 ideas submitted in the contest was one from Chuck Schadl and some of his cohorts who proposed offering professional education contracting coursework and curriculum design services to government and industry.  The idea was selected for immediate implementation by Georgia Tech’s Enterprise Innovation Institute.

Rhonda Lynch

Rhonda Lynch was named The Academy’s initial program manager.  For starters, Georgia Tech reached out to the Defense Acquisition University (DAU) to obtain recognition as an official equivalency training provider of DAU curriculum.  Once securing that coveted affiliation, The Academy later earned similar recognition from the Federal Acquisition Institute (FAI).

The Approach

The Academy’s resident course portfolio grew into a dozen courses associated with DAU and FAI.  These courses, ranging in length from three days to four weeks, were taught through Georgia Tech’s Professional Education unit located in the world-class Global Learning Center on the Atlanta campus.  During the pandemic of 2020-21, the courses were converted to on-line offerings.  In addition, The Academy produced customized curriculum and workshops on a variety of government contracting topics.

Donna Bertrand

Over time, under the direction of Donna Bertrand who served as The Academy’s second program manager, major organizations were attracted to The Academy’s training expertise.  The National Association of State Procurement Officials (NASPO), the State of Iowa, MIT’s Lincoln Lab, the Department of Defense Education Activity (DODEA), the Association of Procurement Technical Assistance Centers (APTAC), and dozens of federal agencies — all came to The Academy for curriculum design work and presentation. These organizations, in turn, put our coursework in the hands of contracting personnel in literally all 50 states, and internationally.

From the beginning, a distinguishing trait of The Academy’s government acquisition coursework is the fact that all classes were open to government and business representatives alike.  The resulting classroom interaction allowed both sectors to come away from the classes with a richer understanding of each other’s point of view.

Back to the Future

Looking back a decade to The Academy’s inaugural course, our instructors still remember what happened on the last day of that first class.  The Georgia Tech vice president who approved The Academy’s creation months earlier dropped-in unannounced.  He asked the students a simple, but pointed, question: Was it worth it?  The students enthusiastically responded in the affirmative, and a few weeks later one of the students wrote to the VP saying that he received a promotion as a result of attending the class.  Since then, that success has been replicated many times over through the delivery of a caliber of education not found anywhere else.

The Contracting Education Academy at Georgia Tech’s strength as a training provider is both well-recognized and multi-faceted.  All instructors are experienced acquisition professionals and talented teachers.  Our educational offerings featured detailed student guide books, web-based student resources, how-to handout materials, practical exercises, customizable slide presentations, flash drives loaded with training support materials, FAR flash cards, and other exclusive features.  And from the beginning, educational services were priced competitively, saving training dollars while delivering an unparalleled caliber of education.

We look forward to the next chapter of The Academy’s commitment to service, continuous improvement, and innovation.

Filed Under: Academy News Tagged With: acquisition training, acquisition workforce, continuous improvement, continuous learning, Contracting Academy, Georgia Tech, training

March 5, 2021 By cs

Inclusive leadership in a digital-first workplace

The rapid transition to remote work – especially during a global pandemic – wasn’t easy.

Over the past year, organizations across all industries have shown immense resilience, successfully pivoting their workflows and workforce into a digital-first environment.

While this digital transformation was critical for growth and stability, it also created challenges and opportunities for making remote work more diverse and inclusive.

From embracing new and unfamiliar technologies to balancing job responsibilities while caring for children, elders, or relatives, this new virtual world has impacted generations, genders, and ethnic groups in different – and often inequitable – ways.

While organizations must take the initial step to continue to strengthen their diversity and build inclusive cultures, research has found that a leader’s behavior has a direct link to an employee’s experience of inclusion.

Effective and inclusive leadership in a virtual workplace takes self-awareness, vulnerability, empathy, and often – agility. When these leadership skills and behaviors are applied effectively, inclusive teams routinely make better decisions and more quickly achieve better results.

Here are three ways you can embrace accelerating change and lead your remote team with inclusivity.

Recognize and challenge your implicit biases

When you take on the role and responsibility of leading a team, you’re charged with fostering a culture of collaboration, engagement, and growth while leveraging the differences of your employees. As individuals, we all have implicit biases – influenced by our environments, experiences, and those around us – that lead us to form unconscious judgments about others.

Further, research shows that when we’re stressed, we often default to mental shortcuts and gut instincts, rather than making deliberate and goal-oriented decisions. Thus, potentially perpetuating inequalities in the virtual workplace and reinforcing the phenomenon of homophily, or the tendency to seek out those similar to yourself. If left uncurbed, the effects of unconscious biases can be detrimental to remote teams, causing corrosion of relationships and impacting your capacity as a leader, compelling you to make choices outside of The U.S. Equal Employment Opportunity Commission (EEOC) mandates, company values, established best practices, or general ethics.

“As a leader, it is vital to routinely assess your team and look for opportunities to transform dynamics,” says Sonia Alvarez-Robinson, executive director at Georgia Tech Strategic Consulting and the host of the Georgia Tech Organizational Effectiveness Conference. “Think about everyone on your team. Do you hear ideas from each of them regularly? When in meetings, are there voices that get overrun? Very often, things that create discord are subtle nuances that can easily be missed.”

Leaders should be intentional about leveraging the varied strengths and talents of all their employees. To combat implicit biases, Harvard Business Review suggests making a list of the current core and extended team members, with their photos, and keep it in front of you while you’re working each day to help you make more conscious decisions about allocating responsibilities and information.

In doing so, inclusive team leaders can create a deliberate space that values differences, ensures all voices are heard, and harnesses the power of diverse perspectives.

Create a strong sense of belonging

When people feel like they belong at work, they are more productive, motivated, and more likely to contribute to their fullest potential, according to research from BetterUp.

Being physically separated from colleagues can impact team communication, and over time, stifle opportunities for engagement, impede diverse perspectives, and perpetuate systemic inequalities. By taking extra steps to make your remote team feel valued, connected, and respected, you are creating psychological safety while improving morale, motivation, productivity, and retention.

An inclusive workplace is one in which employees feel safe, comfortable, and respected. “It’s about establishing those relationships within your organization and establishing that sense of, ‘Yes, I belong there. I matter,'” notes Sonia Garcia, senior director of Access and Inclusions at Texas A&M’s College of Engineering. Without the blanket of inclusivity, there is no opportunity for equity.

On a peer-to-peer level, establishing more opportunities for coworkers to check in with one another will help to make inclusivity tangible and allow teammates to feel seen and connected, regardless of their backgrounds. One easy way to do this is to create a virtual water cooler – such as a group chat on Microsoft Teams – for colleagues to share resources, tips, life hacks, words of encouragement, or non-work-related chatter.

In addition to virtual connections among distributed colleagues, it’s also important as an inclusive leader to develop individual personal relationships to foster a culture of open dialogue and mutual respect. According to a study by Gallup, employees who meet with their managers regularly are three times more likely to be engaged than those who don’t.

To ensure these valuable conversations routinely take place, establish a standing weekly or biweekly check-in and take advantage of audio and visual technology to mimic face-to-face interactions. Leave time at the beginning or end of the meeting to connect socially and listen for any challenges, feelings of isolation, or privacy concerns while proactively sourcing or empowering team members to crowdsource solutions.

Enhance your communication skills and approach

For leaders, communication isn’t just part of the job – it is the job. Studies from McKinsey Global Institute have found that leaders spend about 80% of their workdays communicating, and even more so in a virtual setting.

Take the time to think about the varying viewpoints and backgrounds of your team members, and adapt your communication skills and approach according to their interests and demographic makeup.

For example, using “guys” to address a multi-gendered team could insinuate that men are the preferred gender at the organization. Instead, use gender-inclusive alternatives, such as “team” or “colleagues.”

Additionally, your actions will speak louder than your words. Interactions aren’t just limited to verbal or written communication, your visual behaviors, such as posture, facial expressions, or eye contact, are also an effective component of your communication style.

“Whether listening attentively when another person is voicing their point of view or preventing miscommunication by double-checking tone, inclusive leaders must be skilled at delivering authentic, clear, and supportive messages to build trust and credibility with their remote team,” says Nisha Botchwey, assistant dean of academic programs, Georgia Tech Professional Education.

The future of work requires inclusion

While cultivating and managing an inclusive workforce was already a major challenge across industries, the Covid-19 pandemic elevated systemic racial and economic inequities while disrupting the professional workforce. The uprising for racial justice has amplified the need for organizations to reassess priorities, values, and dynamics – confirming that previous, more passive strategies have not been effective.

To create a workplace where every employee feels included, leaders must embrace these changes and take action now. These approaches will be crucial, not only to help remote teams build new habits and social connections, but also to allow for a more cohesive and inclusive culture better equipped for an equitable society and the future of work.

Source: https://pe.gatech.edu/blog/future-of-work/inclusive-virtual-leadership

Filed Under: Georgia Tech News Tagged With: communication, Georgia Tech, inclusion, pandemic, professional education, remote learning, remote work, telework

January 8, 2021 By cs

Leadership changes at Enterprise Innovation Institute

Karen Fite, who, for the past 18 months has led the Georgia Institute of Technology’s economic development efforts as interim vice president and director of the Enterprise Innovation Institute (EI2), has retired after more than 27 years of service.

David Bridges, director of EI2’s Economic Development Lab (EDL), will assume the interim vice president role effective Jan. 1, 2021.

Karen Fite, who served as interim vice president and director of the Enterprise Innovation Institute (EI2), has retired after 27 years of service. David Bridges, director of EI2’s Economic Development Lab (EDL), has assumed the interim vice president role.

EI2 is the largest and most comprehensive university-based program of business and industry assistance, technology commercialization, and economic development in the United States.

Prior to leading EI2, Fite ran the unit’s Business & Industry Services group of programs, comprised of the Georgia Manufacturing Extension Partnership (GaMEP), EI2’s largest economic development offering. The group also includes the Safety, Health, and Environmental Services (SHES), Atlanta MBDA Centers, Contracting Education Academy, Georgia Tech Procurement Assistance Center (GTPAC), and the Southeastern Trade Adjustment Assistance Center (SETAAC) programs.

Before taking on that role, Fite was GaMEP director.

“Over the years at Georgia Tech, I have been privileged to serve in a wide variety of capacities — assisting companies with government procurement, their implementation of quality management systems and Lean Manufacturing protocols, the launch of a Lean Healthcare initiative, creating community economic development research and strategic plans, and directing the GaMEP,” Fite said.

“As interim vice president, I have had the opportunity to interact with virtually every EI2 employee. Working with such a talented group of employees of EI2 has been an honor because across the board they are passionate about their work, dedicated to Georgia Tech’s mission of progress and service by serving clients, and continually looking to innovate, improve, and expand our services to help create long lasting and meaningful impact not only in Georgia and across the country, but around the world.”

Chaouki T. Abdallah, Georgia Tech’s executive vice president for research said Fite was a valued member of his leadership team.

“She has been a very effective and engaging leader,” Abdallah said. “She’s brought me solutions, given me critical feedback and has been an invaluable partner. Georgia Tech is lucky to have had her contributions for so long.”

Fite has a master’s degree in business administration from the University of Miami and a bachelor’s in health systems from Georgia Tech. In 2018, she achieved the faculty rank of principal extension professional, Georgia Tech’s highest professional extension faculty rank.

“We are fortunate to have someone of David Bridges’ caliber who can not only build on Karen’s legacy but also brings a wealth of experience and economic development successes,” Abdallah said.

Bridges, who joined EI2 in 1994, authored, co-authored or contributed to more than 100 economic development grants totaling more than $40 million. He assisted in the formation of the two proof-of-concept units — the Global Center for Medical Innovation, a Tech affiliate in the medical device space, and I3L, a health information technology innovation hub.

Beyond Georgia, Bridges helped catalyze the development of the Soft Landings program to bring companies from overseas to the United States. He also helped to establish the I-Corps Puerto Rico program as the National Science Foundation’s first I-Corps program ever offered to teams from that community.

He also supported the expansion of technology extension programs in Chile and Colombia, built a new program in professional development around innovation and technology commercialization, and expanded Georgia Tech’s presence by helping to build startup ecosystems around the Institute’s international campuses and in Latin America.

Bridges and his EDL team have also implemented ecosystem building projects for numerous countries including Colombia, Chile, Ecuador, Peru, Panama, Costa Rica, Argentina, Guatemala, South Africa, China, Korea, and Japan.

Source: https://news.gatech.edu/2021/01/07/karen-fite-interim-vp-and-director-enterprise-innovation-institute-retires

Filed Under: Georgia Tech News Tagged With: Contracting Academy, contracting education, EI2, Enterprise Innovation Institute, GaMEP, Georgia Tech, GTPAC, MBDA, SETAAC, SHES

January 8, 2021 By cs

NIST selects 4 awardees for metals-based 3D printing research

The U.S. Department of Commerce’s National Institute of Standards and Technology has awarded nearly $4 million in grants to help accelerate the adoption of new measurement methods and standards to advance U.S. competitiveness in metals-based additive manufacturing (AM). 

Georgia Tech Research Corp., the University of Texas at El Paso, Purdue University and Northeastern University will each receive either nearly or exactly $1 million in grants under the Metals-Based Additive Manufacturing Grants Program.

Additive manufacturing typically creates parts and components by building them layer by layer, based on a 3D computer model that is virtually sliced into many thin layers. Metals-based additive processes form parts by melting or sintering material in powder form. The process offers advantages such as reduced material waste, lower energy intensity, reduced time to market and just-in-time production.

Through its own research and with these grants, NIST is addressing barriers to adoption of additive manufacturing, including surface finish and quality issues, dimensional accuracy, fabrication speed, material properties and computational requirements.

The following organizations will receive NIST Metals-Based Additive Manufacturing Grants Program funding to be spent over two years:

Georgia Tech Research Corporation ($1 million)
This project will analyze detailed data gathered during a powder bed fusion process to both control the manufacturing and predict the final properties of the manufactured parts. The goal is to establish a comprehensive basis to qualify, verify and validate parts produced by this technique. The initial focus will be on an alloy of titanium that could see extensive applications in the health care and aerospace sectors.

University of Texas at El Paso ($1 million)
This project will define a test artifact that will standardize the collection of data on the process inputs and performance of parts made via laser powder bed fusion, an important method of metals-based AM. Academic, government and industrial partners will replicate the artifact and collect data on the key inputs to the process and the resulting properties of the artifact for a data repository. The work will lead to a greater understanding of the AM process and will allow for greater confidence in final parts.

Purdue University ($999,929)
Qualification of parts made by AM now requires an extensive set of tests. This project aims to reduce that burden by developing a standardized approach to predict key performance properties through measurements of material microstructures and the use of mathematical models. The work promises to create a streamlined method for industry to understand part performance with less testing than is currently required.

Northeastern University ($999,464)
This project aims to improve sensing approaches and create a suite of sensor technologies that will help optimize cold spray additive manufacturing. Cold spray AM processes have the potential to create parts that are more durable and stronger than those made with other AM processes. New sensors will help characterize the properties of the powder feedstock and the key parameters of the process, such as temperatures and part dimensions, and allow for better control of this promising technique.

In addition to these awards, NIST anticipates funding additional projects as part of a second phase of awards in the first half of 2021.

NIST, a nonregulatory agency of the U.S. Department of Commerce, promotes U.S. innovation and industrial competitiveness by advancing measurement science, standards and technology in ways that enhance economic security and improve our quality of life.

Source: https://www.nist.gov/news-events/news/2020/12/nist-awards-nearly-4-million-support-metals-based-additive-manufacturing

Filed Under: Georgia Tech News Tagged With: 3D printing, additive manufacturing, Georgia Tech, NIST

October 26, 2020 By cs

Learn how the government administers contracts during week of Dec. 7th

Before the year’s end, you have the opportunity to attend a virtual course at Georgia Tech that comprehensively covers the federal contract administration process.
The course — Contract Administration in the FAR (CON 090-4) — begins Monday, Dec. 7 and concludes Friday, Dec. 11, 2020.  The course is being offered entirely on-line.  Registration details are at: https://pe.gatech.edu/courses/con-090-4-contract-administration-far.
Students participate virtually in our complete, on-line version of CON 090-4, covering all aspects of Contract Administration.
Who Should Attend
  • Government contracting officials will learn not only the rules but the best practices in contract administration. And, this course satisfies required FAC-C and DAWIA certification programs.
  • Business people, including those to aspire to become federal contractors, will learn how to use the power of being an incumbent to win future contracts as well as how to protect contractual interests.
How You Will Benefit

You will learn:

  • The fundamental concepts of government contract administration.
  • The rights of the parties when contract performance is not timely.
  • Both the government’s and the contractor’s rights when contract performance comes into question.
  • The policies and procedures for preparing and processing contract modifications.
  • How to apply the requirements of applicable contract clauses in various contracting scenarios.
  • The applicable payment clauses and invoicing procedures.
  • The policies and procedures for filing and processing contract disputes and appeals.
  • The policies and procedures pertaining to the complete or partial termination of contracts for the convenience of the government or for default.
  • All pertinent parts of the Federal Acquisition Regulation (FAR)
Course Content
  • Contract administration basics
  • Contract modifications
  • Administration of selected terms and conditions
  • Delays
  • Quality assurance
  • Payment and cost allowability
  • Disputes and appeals
  • Terminations
  • Closeout
Materials

Each student works with a Student Guide, exercises, updated supplemental information, and exclusive access to web-based student resources.

Additional Information

The Contracting Education Academy at Georgia Tech (The Academy) is an approved equivalency training provider to the Defense Acquisition University (DAU) and the Federal Acquisition Institute (FAI).  Our courses satisfy both the FAC-C and the DAWIA certification programs.  The coursework also provides students the opportunity to earn continuing education unit credits (CEUs) for acquisition and government contracting professionals as well as business professionals working for the government or pursuing opportunities in the federal contracting arena.

CON 090-4 is the fourth of four modules in the CON 090 course series entitled Federal Acquisition Regulation (FAR) Fundamentals.  The Contracting Education Academy at Georgia Tech offers the entire CON 090 series in four, one-week classes.  Each module stands on its own, allowing students multiple opportunities throughout the year to complete the entire CON 090 course. .  Because of Georgia Tech’s unique instructional approach, the four modules can be taken in any order.

More Information and To Register

For more information on this course, please visit: https://pe.gatech.edu/courses/con-090-4-contract-administration-far

Filed Under: Academy News Tagged With: allowability, appeal, closeout, CON 090, CON 090-4, contract administration, contract dispute, contract payments, contractor performance, DAU, DAWIA, FAC-C, FAR, Georgia Tech, modification, quality assurance, termination

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