Provision of various instructional design and digital learning solutions for staff of the United Nations

SPECIFIC REQUIREMENTS / INFORMATION (IF ANY)

LOT-1: ADVISORY SERVICES FOR DIGITAL LEARNING

CDOTS supports UN clients across the Secretariat by aligning learning to the business process improvement strategy, creating an organisational culture of learning and addressing the unique challenges and issues the UN faces through learning, benchmarking learning processes and leveraging learning technology. CDOTS is interested in identifying Contractor(s) to partner with to develop a strategic approach between digital learning and the UN’s wider Learning Strategy.

LOT-2: ANALYSIS OF LEARNING NEEDS

As research and experience show, training is not always the answer to insufficient skills, knowledge or competencies. There are several industry-standard models to determine the skills, knowledge and attitudes required to perform job-related tasks successfully and identify the gaps. If lack of knowledge is not the cause of a problem, the Contractor will look also at other possible issues, such as technology, work processes, motivation, etc. to propose an appropriate course of action.

LOT-3: LEARNING CONTENT DESIGN, DEVELOPMENT AND DELIVERY

CDOTS is responsible for the instructional design of eLearning, in-person and blended learning courses. The approach must be developed or adapted to meet client expectations, durations, levels of agreed interactions and technical capabilities ranging in complexity, with solution designs that could include Virtual Reality, Artificial Intelligence, Immersive learning, etc. It is noted that the Analysis and Evaluation phases of Instructional Design are separated into independent Lots to provide the vendor with the opportunity to expand on these capabilities and expertise.

LOT-4: MEASURE EFFECTIVENESS OF LEARNING AND DEVELOPMENT

The Proposing Company can demonstrate the ability to measure the effectiveness of learning and development through:

a)  formative evaluation to improve the training programmes and processes;

b)  monitoring how the instructional design ensures that objectives can be achieved;

c)  summative evaluation to measure results and application of learning in the workplace; and