Request For Proposal-Provision of Consultancy Services for the Development and Delivery of a Blended learning course "Women's Leadership Programme"

New amendment added #2: Dear Bidders,Reference to RFP no-RFP/2024/50653 has been amended  as below:1. The RFP  submission deadline has been extended from 18th March 2024 to 25 March 2024, 1100 hours UTC. 

New clarification added: Question 43: In the Schedule of Requirements, the following is stated: "GELI has developed two short courses for this program: "Responsible Negotiation for Senior Leaders" in collaboration with the European University Institute (EUI) and "Influencing for Senior Leaders: Analysis, Strategy, and Practice" in partnership with the London School of Economics (LSE)."Is the Supplier expected to integrate these two short courses into the course curriculum, or to draw upon their content?  Or are these short courses indicative of the course content but the Supplier is expected to develop its own content on these topics?  Or something else entirely?  Additionally, if these short courses are to be integrated in the programme course content, are these two short courses available in French as well as English?  Finally, if these short courses are to be integrated, should the Supplier be budgeting for facilitators for both short courses or will these be provided separately?UNOPS Response: This information was provided under the section “GELI’s activities (for background information)”. Thus, this is for information only. Supplier is not expected to conduct any activities or present any information in this regard. Question 44:UNOPS wishes to have a simulation on the last of the 4 face-to-face days. Is there any chance to shift the simulation to at least to the third day in order to have a comprehensive reflection session and to create a much bigger impact by capturing, structuring and assessing individual and group learning outcomes?UNOPS Response: This is possible. GELI is open to suggestions. It makes sense to have a last day of reflection and capturing the learnings. We are flexible and open to suggestions.Question 45: Is there a specific format of online learning that UNOPS has in mind or can the consultant suit the training design?UNOPS Response: GELI is open to the format. It is important to allow space for an expert on the topic to present and to also allow space for Q+A. Sessions should be live (ie: not pre-recorded).Question 46:Is there an expectation to use any existing program contents that UNOPS has on negotiation and influencing within the module?UNOPS Response: GELI has a separate training on negotiations and influencing skills. This training should not include these skills.Question 47: Are there any outcomes identified for the training?Can the leaders be paired / grouped to present research or do a project together as part of the training? Alternatively, can any pre- or post work be assigned to the leaders?UNOPS Response: One has to keep in mind these are super busy leaders. Any post training assignment should be light and optional. It is important participants know there is a beginning and an end to the training. If they wish to pair and be support buddies post training, this is fine but not a requirement.Question 48: There is a recommendation for the progamme to be sequenced by starting with a four-day in-person residential session, followed by five weeks of online delivery. What was the basis for this decision? Kindly clarify UNOPS Response: This is based on best practice from past experience by GELI. It is harder to engage participants prior to the residential. In fact we consider the residential four days as 90% of the program. The participants are busy leaders and it is often hard to attend all the online sessions given work exigencies once they go back.Question 49: We are assuming that the five weeks of online learning is the duration of the time learners will remain engaged online and not an indication of five weeks (equivalent hours) of learning. Please clarify.UNOPS Response: Participants are asked to attend 90 minutes per week for the five week after the training. It is 5 x 90 minutes sessions, once per week.Question 50: What outcomes are planned for the classroom and what should be online? Is the consultant able to decide the divide based on their research or UNOPS has a preference?UNOPS Response:  The residential part should include 90 per cent of the curriculum. Attendance and attention is the best at the residential part. There should be some flexibility to adjust the online part based on demand from the participants, in terms of topics. The GELI team will be happy to also work with the trainers in terms of brainstorming in terms of possible speakers.Question 51:Can we assume that the training will only be delivered in English - if French and Spanish facilitators cannot be arranged?UNOPS Response: The training will be provided in English, except for west africa - Dakar where there is a qualitative difference if the training is provided in French. The GELI preference is to provide the training in English in all locations except for Dakar where it should be in French.Question 52:Who will arrange the logistics of in-person training such as venue, lunch, refreshment requirements etc. UNOPS Response: The training provider should work on the logistics: venue, lunch etc.Question 53:We are assuming that UNOPS will provide the online registration details to the consultant in an Excel or through an email so we can add them to the platform. Is open registration a requirement?UNOPS Response: The provider should provide the online registration.Question 54:Is there any plan for a virtual orientation or connection to onboard the participants? Who will onboard the participants? What is the preferred virtual conference platform for UNOPS?UNOPS Response: The participants receive a welcome first message by GELI and are introduced to the provider. The training provider then follows with a welcome message and introduces an outline of the program with specific pre-readings or videos to watch prior to traveling to the residential training.Question 55: On the modality of correspondence between the client and the vendor. Is there an expectation from the client for the vendor to be physically present in Geneva or will virtual meetings and discussions work for the duration of the assignment. This information will enable us to submit the budget holistically. UNOPS Response: There is no expectation/need for the vendor to be physically present in Geneva. All meetings will be held virtually. In case of need, GELI staff will travel to meet with the vendor on its own expenses. 

New clarification added: Question 42:What are the major painpoints for women leaders within the UN organization, which they would like to get solved as a result of this program?UNOPS Response: Women leaders within the UN/NGOs organization may face a range of challenges, or pain points, that they hope to address through participation in the GELI leadership development program. Some of these pain points include:Gender Bias and Discrimination: Women leaders encounter systemic gender bias and discrimination in the workplace, including unequal opportunities for career advancement, and lack of recognition for their contributions.Limited Representation in Leadership Positions: Women leaders face barriers to accessing senior leadership positions within the UN / NGO organization, including glass ceilings, limited mentorship and sponsorship opportunities, and unconscious biases in recruitment and promotion processes.Work-Life Balance: Balancing demanding work responsibilities with personal and family commitments can be challenging for women leaders, particularly those with caregiving responsibilities, leading to stress, burnout, and challenges in maintaining well-being.Lack of Networking and Support: Women leaders may feel isolated or marginalized in male-dominated environments, lacking access to supportive networks, mentorship, and opportunities for professional development and advancement.Inadequate Training and Development Opportunities: Women leaders may perceive a lack of targeted training and development programs tailored to their needs and aspirations, hindering their ability to acquire new skills, expand their networks, and advance their careers.Imposter Syndrome: Women leaders may struggle with feelings of self-doubt, imposter syndrome, and a lack of confidence in their abilities, particularly in male-dominated fields or environments where their expertise is undervalued or overlooked.Unconscious Bias and Stereotypes: Women leaders may face stereotypes and preconceptions about their leadership abilities, communication styles, and decision-making capabilities, leading to unfair scrutiny, criticism, and resistance to their leadership initiatives.Advocacy for Gender Equality: Women leaders may feel a responsibility to advocate for gender equality and diversity within the UN organization, but may lack the tools, resources, or support to effectively challenge institutional barriers and promote inclusive practices.Intersectional Challenges: Women leaders from diverse backgrounds, including women of color, LGBTQ+ women, women with disabilities, and women from marginalized communities, may face intersecting forms of discrimination and exclusion, amplifying the barriers they face in leadership roles.By addressing these pain points through targeted leadership development programs, such as the one offered by GELI, women leaders within the UN/NGO organization can gain the skills, confidence, and support they need to overcome barriers, advance their careers, and drive positive change within their organizations and beyond.

New clarification added: Question 36:You wrote that during the online phase of the programme participants should not spend more than 2-4 hours. Is this including possible suggested webinars/group sessions?  UNOPS response: YesQuestion 37:Could you clarify the request to cover hotel costs. Does this tender require the bidder to book hotel accommodation for the cohort or just to book the meeting rooms? If GELI is booking the hotel, then can they give us a budget envelope for the hotels they use?What is the UNOPS budget envelope for accommodation? UNOPS response: Selected vendor to book the venue hotel and cover the venue costs.  Booking should request also for accommodation of rooms for participants which will be paid directly by each participant at the time of reserving.This should be taken into consideration in the bidders proposalQuestion 38: You request a baseline of skills as part of the evaluation process. Is there a competency framework that GELI want to apply to leadership for this programUNOPS response: GELI has been guided by the United Nations Resident Coordinator’s competency framework as follows: https://unsdg.un.org/sites/default/files/United-Nations-Resident-Coordinator-Competency-Framework.pdfWhile there isn't a specific competency framework mentioned for the Global Executive Leadership Initiative (GELI) program provided in the information available, it's common for leadership development programs to utilize competency frameworks to guide curriculum development, assessment, and evaluation.   For the GELI program, a competency framework may include a range of leadership competencies relevant to the humanitarian and development sector, such as: Strategic Leadership: Ability to set a clear vision, formulate strategic plans, and make informed decisions that align with organizational goals and values. Change Management: Capacity to lead organizational change initiatives, adapt to evolving contexts, and foster a culture of innovation, resilience, and continuous improvement.Relationship Building: Skill in building and maintaining effective relationships with diverse stakeholders, including partners, donors, government agencies, local communities, and affected populations.Collaboration and Teamwork: Capacity to foster collaboration, teamwork, and inclusivity within multidisciplinary teams, promoting a culture of mutual respect, trust, and accountability.Emotional Intelligence: Awareness of one's own emotions and the ability to empathize with others, manage interpersonal relationships, and navigate complex social dynamics with sensitivity and empathy.Decision-Making and Problem-Solving: Skill in analyzing complex issues, generating creative solutions, and making timely, evidence-based decisions that balance competing priorities and risks.Resilience and Adaptability: Capacity to thrive in challenging and unpredictable environments, cope with stress and adversity, and maintain focus and effectiveness amid uncertainty and ambiguity.Ethical Leadership: Commitment to upholding the highest ethical standards, integrity, and accountability in decision-making, ensuring transparency, fairness, and responsible use of resources.Self-Development: Commitment to lifelong learning, self-reflection, and personal growth, seeking feedback, coaching, and professional development opportunities to enhance leadership effectiveness and resilience. Question 39: The Section II document, Schedule of Requirements makes reference to not overburdening the participants, capping the length of the residential workshop day (up to 8 hours).  In Section 4.1.2 it also refers to Coaching occurring “during the four-day residential training, with dedicated coaching sessions before the start (7-9 am), during lunch, and after the training each day (5-7 pm).” Is this is in addition to the anticipated ‘up to 8 hours’ day? Response: YesWill a participant be expected to get up early, stay late or give up their lunch to receive this coaching? Reseponse: YesAssuming a Facilitator is also a Coach, is the same expected of them?Response:  Yes, although preference is for a separate coach.Question 40: Can you share in more detail what exactly you mean by capacity building?UNOPS Response: ​Response provided above in the answer to question 25. Question 41 : Please give a more detailed description of what you consider to be a person with humanitarian field experience, what are your criteria?UNOPS Response:  Response provided above in the answer to question 26. 

New clarification added: Question 30:In section 6 immediate objectives you wrote that we have to integrate the course into GELI's LMS. In other parts of the documentation it is clearly stated you dont host an LMS. We have our own LMS and for other agencies and clients on their own request, we have also managed programmes from clients LMS (crossknowledge, canvas etc. Do you have a preference for the LMS used?  UNOPS Response: GELI has now discontinued it’s own LMS System. The provider of the training can use their own platform.Question 31Venues: Are you expecting the vendor to find, book, plan and manage the venues in the different locations? Yes. UNOPS/GELI can provide names of locations the training has taken place in the past to provide an indication.  Do you require the vendor to provide a price for the rent of the venue in the financial proposal at this stage?Response:  An average can be providedWe have seen the financial proposal form and were wondering how to include this if necessary for all the different locations and cost elements? Do you expect the vendor the re-charge the applicable costs or do you wish to receive a fixed price estimate for these out of pocket expenses? Response: Fixed price estimateQuestion 32Format: Are you ok if we submit the profiles of our associates in the UNLOQ format?  All the information you require will be available for you in that formatWe read about the timing of the coaching conversations you suggest. We were wondering if this "design" is carved in stone? In our experience coaching thousands of UN staff it can be super effective online in a moment when there is more headspace for these important conversations. UNOPS Response: The format in “Form E: Format for Resume of Proposed Key Personnel” is preferred.Question 33:Do you expect the coaching to be done in person? Do you expect the coaching to be done  by the faciltatros that are also delivering the face to face 4 day workshop? Or would you also allow other coaches to deliver these coaching sessions?Unops Response: Coaching should be provided by a qualified, ICF certified coach at the PCC or MCC level. One session should preferably take place during the face to face training and the second can be online.Question 34 :Deadline, we always enjoy creating very bespoke programmes and proposals. Given the elaborate documentation and also the required input. We feel that the deadline of March 7th is very short. Could this be extended with one or two weeks?Response: This has been further extended to 25th March 2024.Question 35:In the meta output section we read about designing a methodology. We have a capability to develop, design and deliver a customized 360 assessment based on specific beharviours and measure pre and post programme the impact.  As a part of this proposal are you looking for a the development of a customized impact assessment based on a specific leadership competencies and behavrious? If yes given that there a number of different ways to collaboratively deisgn this wiht your team and there a number of options available how can we include these "options" in the financial proposal? How many behavrious would you like to assess?UNOPS response: We are open to your suggestions based on your experience from having run similar programs. GELI needs to be able to demonstrate the impact of the program and results. This is a key question asked by donors. Feel free to include options in the proposal, which can be subject to discussion with the GELI team.Question 36:You wrote that during the online phase of the programme participants should not spend more than 2-4 hours. Is this including possible suggested webinars/group sessions?  UNOPS response: Yes

New clarification added: Question 27:Face to Face Training:Is there flexibility on the duration of the face to face component especially that it will include full day training and coaching sessions. What is meant by flexibility?  As in more hours per day or more days?Response: GELI is open to suggestions. The main constraint is keeping the budget at a reasonable level, making it affordable for the non-profit sector. Also it has to fit within the time leaders are willing to dedicate to a learning program. We have experienced at GELI the formula of four days for the residential training works well. Five days start to feel too long. Having said that, we are open to suggestions based on experience and best practices. Are there specific requirements or guidelines for the training location/facility for the on-site trainig including:Type of venue (i.e. 5* hotel, Training center, etc) Response: No. GELI does not require a 5 star hotel. Rather the contrary. GELI’s aim is to have a clean and professional training facility preferably within or next to a hotel. It should be pleasant space, with day light and ample space for the trainers. It should not be too flashy but has to be clean. It does not have to be in a city center. In fact a pleasant location with outdoor space (garden) is a plus.Infastructure & accessibility Ideally the training venue should be a venue hotel.  It should have two rooms on the same floor of which one is a plenary and the other would be circle seating as a break out .Technology such as providing each participant with a laptop or tablet for use during the training? Response: NoAre training sessions expected to be recorded? Response: NoQuestion 28:Coaching:Do the coaching sessions need to be conducted by the same person facilitatiing the face to face training sessions?Response:If the person facilitating is a qualified coach, it is possible to do the coaching sessions but preferably a different person to carry out the coaching.Will the on-site coaching sessions during the four-day residential training be conducted by the same coach for all participant?Response: NoCan you provide more details about your expectations regarding the coaching program. Response:What is the expected duration of the online coaching session? GELI has included in this program two coaching sessions to each participant. One of the coaching sessions can be preferably during the residency and the second online, or both sessions can be online. Each session should be 45 minutes.Are there any other specific requirements for the online coaching sessions?Response: NoQuestion 28:Quoting for 2025/2026: Should the quote include costs and details for the entire period up to 2026 or just for the 2024 delivery? UNOPS Response: For the Entire periodQuestion 29:Joint Venture (JV):Does the term "Offeror" in all forms refer to the name of the Joint Venture or specifically to the leading party?What are the signing requirements for forms within a Joint Venture – do all parties need to sign, or only the leading party?Should non-leading JV parties be listed as subcontractors in Form C?UNOPS Response:When a joint venture, consortium or association submits an offer, the bid submission documents must be submitted in the name of the leading partner.The lead partner will sign the  documents.The offer shall clearly identify the designated entity to act as the contact point to deal with UNOPS, as detailed in the appropriate returnable form/schedule. Such entity shall have the authority to make decisions binding upon the joint venture, association or consortium during the bidding process and, in the event that a contract is awarded, during the duration of the contract. The composition or the constitution of the joint venture, consortium or association shall not be altered without the prior consent of UNOPS.JV partners will be listed in Joint Venture Partner Information Form

New clarification added: Question 24: Have you done any work inquiry across the participant groups or within your organization to identify what the key priorities are, and which key competences need to be developed? Unops Response: Some research has been done in terms of most needed leadership skills for leaders working in the humanitarian and development sector. This led to the identification and design of the GELI Programs with a focus on Negotiation skills, Influencing Skills. Also research has identified the lack of sufficient collaborative leadership across organizations in the sector. Silos continue to exist prohibiting collaborative leadership. GELI has not done a specific inquiry to identify priority skills of female leaders in the sector.Question 25:Can you share what you mean by capacity building? Unops Response: Capacity building for GELI’s women leaders training program refers to the process of empowering women with the knowledge, skills, resources, and support they need to excel in leadership roles within their organizations and sector. This process involves:Skill Development: Providing training and development opportunities to enhance women's leadership competencies, such as communication, negotiation, decision-making, strategic thinking, and conflict resolution. Confidence Building: Building women leaders' confidence and self-efficacy through mentoring, coaching, and experiential learning activities, enabling them to overcome barriers and assert themselves effectively in leadership positions. Networking and Collaboration: Facilitating opportunities for women leaders to connect, collaborate, and build supportive networks with peers, mentors, and stakeholders, fostering collective learning, sharing of experiences, and mutual support. Knowledge Sharing - community of practice: Offering access to resources, tools, and best practices relevant to women's leadership, including case studies, research findings, and success stories, to inspire and inform their leadership journey.Institutional Support: Providing organizational support and resources to create inclusive and supportive environments that enable women leaders to thrive, including policies, practices, and structures that promote gender equality, work-life balance, and career advancement opportunities. Continuous Learning and Growth: Promoting a culture of continuous learning, reflection, and growth among women leaders, encouraging them to seek feedback, embrace challenges, and seize opportunities for personal and professional development.Overall, capacity building for a women leaders training program aims to equip women with the capabilities and confidence to lead with impact, navigate challenges, and contribute effectively to the advancement of their organizations and the people they serve.Question 26:Please give a more detailed description of what you consider to be a person with humanitarian field experience, what are your criteria?Unops Response: Person working in humanitarian settings from UN Agencies, the International Federation of the Red Cross and local civil society organizations. A person with humanitarian field experience typically possesses a combination of qualifications, skills, and practical experience that enable them to effectively work in humanitarian settings. While specific criteria may vary depending on the context and role, the following are commonly considered indicators of humanitarian field experience:Education and Training: A strong educational background in fields relevant to humanitarian work, such as international relations, development studies, public health, or social sciences. Additional training or certifications in humanitarian principles, emergency response, and related areas may also be beneficial. Field Experience: Direct experience working in humanitarian contexts with UN agencies or NGOs, including deployment to crisis-affected areas or regions with complex emergencies. This may involve roles such as field coordinator, program manager, logistics officer, health specialist, or protection officer, among others. Knowledge of Humanitarian Principles: Demonstrated understanding and adherence to humanitarian principles, including humanity, neutrality, impartiality, and independence. Familiarity with international humanitarian law, standards, and guidelines is essential for ensuring effective and ethical humanitarian action. Strong analytical, problem-solving, and decision-making skills.  Cross-Cultural Competence: Ability to work effectively in diverse cultural and socio-economic contexts, demonstrating sensitivity, empathy, and respect for local customs, traditions, and beliefs. Fluency in languages commonly spoken in humanitarian settings, particularly English and other relevant languages, is advantageous. Adaptability and Resilience: Capacity to thrive in challenging and unpredictable environments, coping with stress, uncertainty, and adversity while maintaining professionalism and effectiveness. Interpersonal and Communication Skills: Strong interpersonal skills, including the ability to build trust, rapport, and constructive relationships with colleagues, beneficiaries, and stakeholders from diverse backgrounds. Effective communication skills, both verbal and written, are essential for conveying information, coordinating activities, and advocating for the needs of affected populations. Leadership and Teamwork: Experience in leading and collaborating with multidisciplinary teams, fostering a culture of teamwork, accountability, and innovation. Demonstrated ability to coordinate and manage complex projects, mobilize resources, and achieve results in challenging environments. Ethical Conduct and Accountability: Commitment to upholding the highest ethical standards and accountability principles in humanitarian work, ensuring transparency, integrity, and responsible use of resources. Adherence to codes of conduct and professional ethics established by humanitarian organizations and donors is paramount. Continuous Learning and Improvement: A mindset of continuous learning, reflection, and adaptation, seeking opportunities for professional development, training, and mentorship to enhance skills, knowledge, and effectiveness in humanitarian practice. Overall, a person with humanitarian field experience is someone who possesses a combination of education, skills, practical experience, and personal qualities that enable them to contribute effectively to humanitarian efforts, alleviate human suffering, and promote dignity, justice, and resilience among affected populations.

New clarification added: Question 24: Have you done any work inquiry across the participant groups or within your organization to identify what the key priorities are, and which key competences need to be developed? Unops Response: Some research has been done in terms of most needed leadership skills for leaders working in the humanitarian and development sector. This led to the identification and design of the GELI Programs with a focus on Negotiation skills, Influencing Skills. Also research has identified the lack of sufficient collaborative leadership across organizations in the sector. Silos continue to exist prohibiting collaborative leadership. GELI has not done a specific inquiry to identify priority skills of female leaders in the sector.Question 25:Can you share what you mean by capacity building? Unops Response: Capacity building for GELI’s women leaders training program refers to the process of empowering women with the knowledge, skills, resources, and support they need to excel in leadership roles within their organizations and sector. This process involves:Skill Development: Providing training and development opportunities to enhance women's leadership competencies, such as communication, negotiation, decision-making, strategic thinking, and conflict resolution. Confidence Building: Building women leaders' confidence and self-efficacy through mentoring, coaching, and experiential learning activities, enabling them to overcome barriers and assert themselves effectively in leadership positions. Networking and Collaboration: Facilitating opportunities for women leaders to connect, collaborate, and build supportive networks with peers, mentors, and stakeholders, fostering collective learning, sharing of experiences, and mutual support. Knowledge Sharing - community of practice: Offering access to resources, tools, and best practices relevant to women's leadership, including case studies, research findings, and success stories, to inspire and inform their leadership journey.Institutional Support: Providing organizational support and resources to create inclusive and supportive environments that enable women leaders to thrive, including policies, practices, and structures that promote gender equality, work-life balance, and career advancement opportunities. Continuous Learning and Growth: Promoting a culture of continuous learning, reflection, and growth among women leaders, encouraging them to seek feedback, embrace challenges, and seize opportunities for personal and professional development.Overall, capacity building for a women leaders training program aims to equip women with the capabilities and confidence to lead with impact, navigate challenges, and contribute effectively to the advancement of their organizations and the people they serve.Question 26:Please give a more detailed description of what you consider to be a person with humanitarian field experience, what are your criteria?Unops Response: Person working in humanitarian settings from UN Agencies, the International Federation of the Red Cross and local civil society organizations. A person with humanitarian field experience typically possesses a combination of qualifications, skills, and practical experience that enable them to effectively work in humanitarian settings. While specific criteria may vary depending on the context and role, the following are commonly considered indicators of humanitarian field experience:Education and Training: A strong educational background in fields relevant to humanitarian work, such as international relations, development studies, public health, or social sciences. Additional training or certifications in humanitarian principles, emergency response, and related areas may also be beneficial. Field Experience: Direct experience working in humanitarian contexts with UN agencies or NGOs, including deployment to crisis-affected areas or regions with complex emergencies. This may involve roles such as field coordinator, program manager, logistics officer, health specialist, or protection officer, among others. Knowledge of Humanitarian Principles: Demonstrated understanding and adherence to humanitarian principles, including humanity, neutrality, impartiality, and independence. Familiarity with international humanitarian law, standards, and guidelines is essential for ensuring effective and ethical humanitarian action. Strong analytical, problem-solving, and decision-making skills.  Cross-Cultural Competence: Ability to work effectively in diverse cultural and socio-economic contexts, demonstrating sensitivity, empathy, and respect for local customs, traditions, and beliefs. Fluency in languages commonly spoken in humanitarian settings, particularly English and other relevant languages, is advantageous. Adaptability and Resilience: Capacity to thrive in challenging and unpredictable environments, coping with stress, uncertainty, and adversity while maintaining professionalism and effectiveness. Interpersonal and Communication Skills: Strong interpersonal skills, including the ability to build trust, rapport, and constructive relationships with colleagues, beneficiaries, and stakeholders from diverse backgrounds. Effective communication skills, both verbal and written, are essential for conveying information, coordinating activities, and advocating for the needs of affected populations. Leadership and Teamwork: Experience in leading and collaborating with multidisciplinary teams, fostering a culture of teamwork, accountability, and innovation. Demonstrated ability to coordinate and manage complex projects, mobilize resources, and achieve results in challenging environments. Ethical Conduct and Accountability: Commitment to upholding the highest ethical standards and accountability principles in humanitarian work, ensuring transparency, integrity, and responsible use of resources. Adherence to codes of conduct and professional ethics established by humanitarian organizations and donors is paramount. Continuous Learning and Improvement: A mindset of continuous learning, reflection, and adaptation, seeking opportunities for professional development, training, and mentorship to enhance skills, knowledge, and effectiveness in humanitarian practice. Overall, a person with humanitarian field experience is someone who possesses a combination of education, skills, practical experience, and personal qualities that enable them to contribute effectively to humanitarian efforts, alleviate human suffering, and promote dignity, justice, and resilience among affected populations.

New clarification added: Question 21:What are the key learning objectives of the envisaged Women´s Leadership Program and what measurable impact/outcomes does GELI/UNOPS track at completion? Unops Response: For a Women Leadership program training tailored to women leaders working in the humanitarian and development sector, some potential leadership learning objectives could include:Enhancing Self-Confidence: Empowering women to recognize and leverage their strengths, overcome self-doubt, and assert themselves effectively in leadership roles. Developing Communication Skills: Building effective communication strategies to articulate ideas, negotiate confidently, and advocate for their initiatives within diverse stakeholder environments.Cultivating Leadership Presence: Fostering a strong leadership presence through body language, vocal tone, and professional demeanor, enabling women to command respect and influence outcomes. Promoting Strategic Thinking: Developing strategic thinking abilities to anticipate challenges, seize opportunities, and drive sustainable impact in complex humanitarian and development contexts. Building Resilience: Equipping women with tools and techniques to manage stress, navigate setbacks, and maintain emotional resilience amidst adversity. Fostering Collaboration and Networking: Cultivating collaboration skills to build diverse, inclusive teams and forge strategic partnerships that advance gender equality and sustainable development goals. Addressing Gender Bias and Discrimination: Raising awareness of gender bias and discrimination in the workplace, and providing strategies to challenge stereotypes, promote inclusivity, and create equitable opportunities. Mentoring: Facilitating mentorship opportunities to support women's career advancement, providing guidance, advocacy, and access to professional networks. Advocating for Gender Equality: Empowering women to become advocates for gender equality, both within their organizations and in broader societal contexts, driving systemic change and promoting women's rights.Ethical Leadership and Integrity: Emphasizing the importance of ethical leadership principles, integrity, and accountability in decision-making, ensuring alignment with organizational values and fostering trust and credibility.These objectives aim to equip women leaders in the humanitarian and development sector with the skills, knowledge, and mindset needed to navigate challenges, drive positive change, and contribute to more inclusive and sustainable outcomes.To track the impact of a women leadership program for leaders in the humanitarian and development sector, measurable outcomes can be established to assess the program's effectiveness. Some potential measurable impact and outcomes include:Increased Leadership Positions: Tracking the number of women who attain higher leadership roles or are promoted within their organizations after completing the program. Enhanced Skills and Competencies: Conducting pre- and post-program assessments to measure improvements in leadership skills, such as communication, decision-making, strategic thinking, and negotiation abilities. Improved Confidence and Self-Efficacy: Using self-assessment surveys or qualitative interviews to gauge participants' self-confidence, assertiveness, and belief in their leadership capabilities before and after the program.  Increased Organizational Impact: Assessing the extent to which participants apply their newly acquired skills and knowledge to drive positive change within their organizations.Enhanced Team Performance: Gathering feedback from colleagues or supervisors to evaluate changes in team dynamics, collaboration, and productivity attributed to the participant's leadership development.Participant Satisfaction and Feedback: Conducting post-program evaluations to gather feedback on the program's relevance, effectiveness, and overall satisfaction, enabling continuous improvement and refinement of future program offerings.By tracking these measurable outcomes, GELI can evaluate the effectiveness of the women leadership program, demonstrate impact, and inform future program design and implementation strategies to further empower women leaders in the humanitarian and development sector.Question 22: How would success be defined in relation to the anticipated program? Unops Response: Success will be defined based on impact as per clarifications provided in Question 21.Question 23: What will participants be doing differently as a result of attending the program? Unops Response: After attending a leadership program tailored for women leaders in the humanitarian and development sector, participants should ideally demonstrate measurable changes in their leadership behaviors, skills, and outcomes. Some examples of these changes include: Increased Confidence: Women leaders should exhibit greater self-assurance in their abilities to lead effectively, make decisions, and communicate assertively in diverse settings. Enhanced Communication Skills: Participants should demonstrate improved communication skills, including the ability to articulate ideas clearly, negotiate effectively, and advocate for their initiatives with confidence. Strengthened Leadership Presence: Women leaders should project a stronger leadership presence through their body language, vocal tone, and professional demeanor, commanding respect and influence among their peers and stakeholders. Improved Decision-Making: Participants should showcase enhanced decision-making skills, displaying the ability to analyze complex situations, weigh alternatives, and make strategic choices that align with organizational goals and values. Increased Collaboration and Networking: Women leaders should engage in more collaborative and inclusive leadership practices, building diverse, high-performing teams and forging strategic partnerships to advance gender equality and sustainable development goals. Empowered Mentorship: Participants should actively engage in mentorship relationships, both as mentors themselves and as mentees, fostering career development opportunities and advocating for the advancement of women leaders.  Ethical Leadership and Integrity: Participants should demonstrate a commitment to ethical leadership principles, integrity, and accountability in their decision-making, fostering trust and credibility among their teams and stakeholders. Increased Resilience and Adaptability: Women leaders should exhibit greater resilience and adaptability in navigating challenges and setbacks, maintaining composure and effectiveness in the face of adversity. Measurable Organizational Impact: Ultimately, the success of a women's leadership program should be reflected in measurable organizational outcomes, such as increased gender diversity in leadership roles, improved organizational performance, and enhanced impact on humanitarian and development initiatives.

New clarification added: Question 21:What are the key learning objectives of the envisaged Women´s Leadership Program and what measurable impact/outcomes does GELI/UNOPS track at completion? Unops Response: For a Women Leadership program training tailored to women leaders working in the humanitarian and development sector, some potential leadership learning objectives could include:Enhancing Self-Confidence: Empowering women to recognize and leverage their strengths, overcome self-doubt, and assert themselves effectively in leadership roles. Developing Communication Skills: Building effective communication strategies to articulate ideas, negotiate confidently, and advocate for their initiatives within diverse stakeholder environments.Cultivating Leadership Presence: Fostering a strong leadership presence through body language, vocal tone, and professional demeanor, enabling women to command respect and influence outcomes. Promoting Strategic Thinking: Developing strategic thinking abilities to anticipate challenges, seize opportunities, and drive sustainable impact in complex humanitarian and development contexts. Building Resilience: Equipping women with tools and techniques to manage stress, navigate setbacks, and maintain emotional resilience amidst adversity. Fostering Collaboration and Networking: Cultivating collaboration skills to build diverse, inclusive teams and forge strategic partnerships that advance gender equality and sustainable development goals. Addressing Gender Bias and Discrimination: Raising awareness of gender bias and discrimination in the workplace, and providing strategies to challenge stereotypes, promote inclusivity, and create equitable opportunities. Mentoring: Facilitating mentorship opportunities to support women's career advancement, providing guidance, advocacy, and access to professional networks. Advocating for Gender Equality: Empowering women to become advocates for gender equality, both within their organizations and in broader societal contexts, driving systemic change and promoting women's rights.Ethical Leadership and Integrity: Emphasizing the importance of ethical leadership principles, integrity, and accountability in decision-making, ensuring alignment with organizational values and fostering trust and credibility.These objectives aim to equip women leaders in the humanitarian and development sector with the skills, knowledge, and mindset needed to navigate challenges, drive positive change, and contribute to more inclusive and sustainable outcomes.To track the impact of a women leadership program for leaders in the humanitarian and development sector, measurable outcomes can be established to assess the program's effectiveness. Some potential measurable impact and outcomes include:Increased Leadership Positions: Tracking the number of women who attain higher leadership roles or are promoted within their organizations after completing the program. Enhanced Skills and Competencies: Conducting pre- and post-program assessments to measure improvements in leadership skills, such as communication, decision-making, strategic thinking, and negotiation abilities. Improved Confidence and Self-Efficacy: Using self-assessment surveys or qualitative interviews to gauge participants' self-confidence, assertiveness, and belief in their leadership capabilities before and after the program.  Increased Organizational Impact: Assessing the extent to which participants apply their newly acquired skills and knowledge to drive positive change within their organizations.Enhanced Team Performance: Gathering feedback from colleagues or supervisors to evaluate changes in team dynamics, collaboration, and productivity attributed to the participant's leadership development.Participant Satisfaction and Feedback: Conducting post-program evaluations to gather feedback on the program's relevance, effectiveness, and overall satisfaction, enabling continuous improvement and refinement of future program offerings.By tracking these measurable outcomes, GELI can evaluate the effectiveness of the women leadership program, demonstrate impact, and inform future program design and implementation strategies to further empower women leaders in the humanitarian and development sector.Question 22: How would success be defined in relation to the anticipated program? Unops Response: Success will be defined based on impact as per clarifications provided in Question 21.Question 23: What will participants be doing differently as a result of attending the program? Unops Response: After attending a leadership program tailored for women leaders in the humanitarian and development sector, participants should ideally demonstrate measurable changes in their leadership behaviors, skills, and outcomes. Some examples of these changes include: Increased Confidence: Women leaders should exhibit greater self-assurance in their abilities to lead effectively, make decisions, and communicate assertively in diverse settings. Enhanced Communication Skills: Participants should demonstrate improved communication skills, including the ability to articulate ideas clearly, negotiate effectively, and advocate for their initiatives with confidence. Strengthened Leadership Presence: Women leaders should project a stronger leadership presence through their body language, vocal tone, and professional demeanor, commanding respect and influence among their peers and stakeholders. Improved Decision-Making: Participants should showcase enhanced decision-making skills, displaying the ability to analyze complex situations, weigh alternatives, and make strategic choices that align with organizational goals and values. Increased Collaboration and Networking: Women leaders should engage in more collaborative and inclusive leadership practices, building diverse, high-performing teams and forging strategic partnerships to advance gender equality and sustainable development goals. Empowered Mentorship: Participants should actively engage in mentorship relationships, both as mentors themselves and as mentees, fostering career development opportunities and advocating for the advancement of women leaders.  Ethical Leadership and Integrity: Participants should demonstrate a commitment to ethical leadership principles, integrity, and accountability in their decision-making, fostering trust and credibility among their teams and stakeholders. Increased Resilience and Adaptability: Women leaders should exhibit greater resilience and adaptability in navigating challenges and setbacks, maintaining composure and effectiveness in the face of adversity. Measurable Organizational Impact: Ultimately, the success of a women's leadership program should be reflected in measurable organizational outcomes, such as increased gender diversity in leadership roles, improved organizational performance, and enhanced impact on humanitarian and development initiatives.

New clarification added: Question 14: what is to be the total duration of the online content of the course? The TOR seems to indicate a total of 10 hours of content to be delivered in 2 hour bits over a 5 day period. Is this correct?Unops Response: The online course is 2 hours spread over five weeks. Ideally, once the in-person training finishes, there is a break of one week thereafter and the online course can begin the 2nd week from the completion of the in-person. Thus it is 2 hours each week. Question 15: Please confirm that the in-person part of the training is to be held in the 5 indicated regional centres.Unops Response: This is confirmed. Question 16:Please confirm that the in person part is to hold continuously for 4 days at each of those centres.Unops Response: This is confirmed.Question 17: Please confirm that the in person part is to hold for 8 hours daily for the entire 4 daysUnops Response: Yes, the in-person training is planned for 8 hours daily.Question 18:Please confirm that the total training is to be for approximately 150 participants.Unops Response: The expected number of participants should be 125 people in total . i.e  5 courses by 25 peopleQuestion 19:  Please confirm that in person training is to be held BEFORE the online part or AFTER the online part, and what is recommended number of days between both.Unops Response: the in-person is for 4 days before the online. Question 20 As the in person section will hold in 5 different centres, it may require some or all of our team members, facilitators and resource persons to be on ground at  each of the 5 centres at least a few days BEFORE the commencement of each in person segment. Does the UN have a policy of assisting service providers / contractors in obtaining visas? This will greatly reduce time spent in obtaining visas directly by providers.Unops Response: Obtaining visas (including related visa fees) will be the responsibility of the vendor. UNOPS can only support by providing confirmation letters that there will be a training held in relevant location and that the persona will be the facilitator for that training.

New clarification added: Question 11:  While the activities for 2024 are clear (development of the online course and delivery of in-person training in 5 locations) should the activities for 2025 and 2026 be budgeted in the financial offer? Should the revisions of the course based on feedback and new best practices be included in the next year's budget lines?Unops Response:Please include offers for all three years in your financial offer to give us a full view of the costs. However, please note that the offer for 2026 depends on if we have the funds available and if UNOPS confirms it.While we plan to update the course over time to make it better, we don't expect to completely change it. We'll focus on making small improvements.After each training we receive feedback and try to improve it to the next oneQuestion 12:  What is the duration of coaching personal sessions foreseeing? What are the specific objectives of the personal mentoring sessions (need assessment, QAs, other)? Is a personal mentoring session obligatory for each training participant?Unops Response: We foresee two coaching sessions of one hour each. This means each participant will receive two one hour coaching sessions. One of the coaching sessions could be in the margins of the 4 day residency before the start (7-9 am), during lunch, and after the training each day 5-7 pm and the second coaching could be online after the residency .We are looking to have certified coaches from the international coaching federation – ICF. The certification should be at the PCC (professional coaching level ) or MCC (master coaching level). The coaching is to identify areas of growth and support the participants. The participant identifies the subject / challenge they would like to discuss.Question 13.    The online learning will be hosted on the Service Provider's platform. Would you please elaborate on the scope of the Service Provider's work and responsibilities in relation to integration of the course into GELI's LMS and exploration of networking and cross-country knowledge exchange? When the integration is foreseen?Unops Response: The 5 online sessions are 90 minutes each. Each session has a specific topic and can be facilitated by a faculty of guest speakers, that can be a faculty with a specific expertise or a practitioner. The sessions should be included with a 15/20 minute presentation followed by a Q&A with the participants. GELI does not use an LMS platform. the provider will make use of their own lms platform. 

New clarification added: Question 5: Thank you for the opportunity to submit our proposal for Provision of Consultancy Services for the Development and Delivery of a Blended learning course "Women's Leadership Programme". We would like to request for an extension of one week to submit our response originally scheduled to be delivered on 7th March, 2024. We would like to be in a position to offer you the highest quality proposal that meets and exceeds your expectations and feel that additional time is necessary to refine our strategic approach and deliver a comprehensive proposal that addresses every aspect of your needs.Unops Response: The RFP deadline has been extended to 18 March 2024.Please reffer to the recently published amendmentQuestion 6: What is the maximum number of woman participants / number of cohorts in subject program per location?Unops Response: 25 up to 30 per location. The numbers can vary as in one location it might be 20 participants while in another location the number may increase to 30 participants. This is based on the GELI’s experience with other programs.Question 7: shall the travel costs (or at least a rough estimation thereof) of the delivery personal be added to the total financial offer?Unops Response: Yes. The provider needs to include travel costs for trainers. Participants will cover their own cost.Question 8:What numeric answers are requested in the "Offeror Information Form" section under "Vendor Submission" tab on the UNOPS eSourcing site - for questions 7-10, as they generally ask for a yes/no answer? Unops Response: Yes / No Response is acceptable.Question 9: is there a need for an introduction part of the vendor´s background? If yes, under which section shall it be placed in the Technical proposal?Unops Response: An introduction part, articulating the vendor’s experience in providing similar programs with a focus on women leadership is helpful.Question 10: Is there any maximum set for the number of pages of the Technical Proposal?Unops Response: There is no maximum number of pages. 

New amendment added #1: Dear Bidders,Reference to RFP no-RFP/2024/50653 has been amended  as below:1.To include changes in the financial submission table in the Returnable bid form. Changes in the tender documents are indicated in red.2. The RFP  submission deadline has been extended from 7th March 2024 to 18 March 2024, 1100 hours UTC.3. The RFP  clarification  deadline has been extended from 26 February  2024  to 1st  March 2024, 1100 hours UTC.4.The Expected contract award date has been extended from 30 April 2024 to 15 May 2024. 

New clarification added: Question1: Can you please clarify how many cohorts should be budgeted for and over what specific timeframe?  It is confusing in the RFQ.  Should we be budgeting for one cohort in each of the five identified locations, to be delivered across both 2024 and 2025?  Or only in 2024?  Any further clarity is welcome.Unops Response:5 regions = 5 cohorts annually. Please provide the budget for 2024 , 2025 and 2026. The financial documents will be amended to reflect the same.Please note that 2026 is based on the availability and confirmation by UNOPS. Question2: Team composition. Section II Schedule of Requirements specifies the team composition that might include up to 4 people. Are we right to understand that some roles mentioned in Section 9 could be performed by less number of team members (subject to meeting the minimum requirements)? Can the Supplier propose the same person for the two positions mentioned in Section 9?UNOPS Response:Yes. This is acceptable if they meet the requirements to cover both roles. Similarly, additional team members can be added, as long as it helps the service provider with the tasks to be completed. Important to note is that these variations should also be considered in the budget proposal, as the technical and financial proposals will be judged togetherQuestion3: E-learning platform. Would you please advise if the Supplier is responsible for developing both the online training content and the hosting platform, or if we have the flexibility to utilize existing hosting platforms such as the online training offered by UNITAR or other available platforms we already collaborate with?UNOPS Response:The online platform will be custom made to the requirements specified including live engage with the participants.The format involves inviting a speaker who makes a presentation on a topic and it is then followed by a live q&a with the online participants. It is a live session. Question 4: In the documentation I have not found any reference to the broad/expected budget for this initiative.  Is guidance on this point available?UNOPS Response:Since this is a competitive Request for Proposal, sharing the budget information is not permitted. We expect the bidder to use their knowledge and make the best estimates about the efforts and budget while ensuring the best quality proposal. The proposal will be evaluated on both technical and financial aspects.Question4:In the documentation I have not found any reference to the broad/expected budget for this initiative.  Is guidance on this point available?