please read the WCO RFP guidelines about the topic (World customs organization), then refer to the FTTP CoFFE example of proposal and write sections 5 & 6A. Please make sure it is well written and proper systems are explained with pictures like in the example

“Mock” Request for

Proposal

Request for Creation of Transmedia,
Story-Based Code of

Conduct Learning Suite

December 27, 2019

Requested by:

Contact:
R. Mark Moore

Chief Learning Officer
Paris, France

mmoore@harrisburgu.edu

mailto:mmoore@harrisburgu.edu

Table of Contents

Invitation to Bid

Project Overview ……………………………………………………… 3

Submission Process & Timeline …………………………………. 3

Selection Criteria ……………………………………………………… 3

Organization of the Proposal ……………………………………… 4

Copyright ………………………………………………………………… 4

The Business Need Orientation to Our Business and Strategy (Context) ……….. 5

Environmental Scan Audience Description ……………………………………………….. 6

Delivery Environment ………………………………………………. 6

Technology Infrastructure …………………………………………. 6

Proposed Solution Solution Requirements ……………………………………………… 8

Quality Assurance ……………………………………………………. 8

Administration and Maintenance Issues ………………………. 8

Request for Proposal Page 3

Invitation to Bid
Organizational and
Project Overview The World Customs Organization (WCO), established in 1952 as the

Customs Co-operation Council (CCC) is an independent
Intergovernmental body whose mission is to enhance the effectiveness
and efficiency of Customs administrations.

Today, the WCO represents 179 Customs administrations across the
globe that collectively process approximately 98% of world trade. As
the global centre of Customs expertise, the WCO is the only
international organization with competence in Customs matters and can
rightly call itself the voice of the international Customs community.

The WCO’s governing body – the Council – relies on the competence
and skills of a Secretariat and a range of technical and advisory
committees to accomplish its mission. The Secretariat, comprising over
100 international officials, technical experts and support staff of some
nationalities.

As a forum for dialogue and exchange of experiences between national
Customs delegates, the WCO offers its Members a range of
Conventions and other international instruments, as well as technical
assistance and training services provided either directly by the
Secretariat, or with its participation. The Secretariat also actively
supports its Members in their endeavors to modernize and build
capacity within their national Customs administrations.

Besides the vital role played by the WCO in stimulating the growth of
legitimate international trade, its efforts to combat fraudulent activities
are also recognized internationally. The partnership approach
championed by the WCO is one of the keys to building bridges between
Customs administrations and their partners. By promoting the
emergence of an honest, transparent and predictable Customs
environment, the WCO directly contributes to the economic and social
well-being of its Members.

Finally, in an international environment characterized by instability and
the ever-present threat of terrorist activity, the WCO’s mission to
enhance the protection of society and the national territory, and to
secure and facilitate international trade, takes on its full meaning.
Analysis training program. The program must teach the BA process as
well as provide supporting documents, web-tools and job-aids to assist
our staff in analyzing the business needs of its customers. The
remainder of this Request for Proposal details our requirements

A critical element in our organizational presence is to provide strict
guidelines concerning the code of conduct for custom officials
throughout the world. To further this cause, we desire to create a story-
based, transmedia learning curriculum that outlines the eleven key areas
of our code of conduct (document is attached).

Request for Proposal Page 4

The project consists of creating an instructional story focusing on
providing instruction and directions on how to follow the code of
conduct. We feel that Bandura’s Social Learning Theory emphasizing
the importance of modeling behavior can serve as a basis for creating
instruction that can impact custom agents throughout the world.

As an initial phase, we require an English, Spanish and French version
of the course to be created. We will consider other translations of the
curriculum in the future.

The curriculum is aimed at French, Spanish and English speaking
custom agents who work throughout the world and who help protect
borders and keep a careful watch on international trade.

We strongly desire a solution that cuts-across various media and
provides various views of the elements within the code of conduct and
show how the interaction of the elements influences professionalism
and adherence to the WCO code of conduct. Transmedia uses different
types of media to tell an instructional story and it is also known as the
“cross-platform storytelling.”

Submission Process All proposals are due one week prior to the third Executive Session.
No late proposals will be accepted. A soft copy document is expected
in Canvas. A bidder’s conference to answer any questions will be held.
Questions must be submitted in writing the morning of the bidder’s
conference.

If a vendor is chosen as a finalist, they will be required to present a 45
minute presentation of the proposal and to present a working prototype
of any developed instruction. The vendor will then be requested to
participate in a 15 minute question and answer session.

First, we expect a 40 page document providing in-depth information
about your solution. This includes front and back cover and all
appendices.

Second we expect a high level proposal limited to 10 pages.
Appendices can be added and not count toward the 10 pages but are
limited to 6 pages. We require a single-spaced, twelve point font and
one inch margins on the document.

Date Activity
December 28, 2019 RFP Issued
January 26, 2020 Bidders Questions Due/Bidders Conference
March 29, 2020 Proposal Due 8:00 AM.
April 04, 2020 Vendor Presentations
April 17, 2020 Final Prototype Due 6:00 PM

Request for Proposal Page 5

Selection Criteria Vendor selection will be based on our assessment of five aspects of
your submission:

Treatment and Story Idea: Comprehensive scope of the suggested
transmedia, story-based solution; ability to cut across various media,
ability to tell an instructional story, focus on behavior change and
influencing how custom agents act.

Project: Quality of the people you would assign (as judged by resumes
and face-to-face); your experience with similar projects; how you
propose to handle shifts in project scope or timelines; integrity;
availability of resources needed to complete project in a timely manner;
your instructional design and development strategy, your project
management strategy; your ability to deploy technological solutions to
training problems and your quality assurance process.

Program Elements: Quality and variety of proposed training program
and breadth of coverage of the proposed training. Engagement factors
of solution, variety of media presentations. Ability to provide solution
on mobile devices, via web site and through audio and visual means.

Time & Cost: They must be appropriate and reasonable. Focus is
more on feasible timeline and activities than cost.

Proposal: Organization, clarity, and brevity (no longer than 10 pages
for final proposal).

Request for Proposal Page 6

Proposal Organization Your proposal should be organized into the following sections:

Executive Summary: Include an outline of your design solution, and
time and cost to complete the work. Maximum of two pages.

Overview of the Solution: Provide an overview of the process you will
undertake to develop the story-based, transmedia solution.

Instructional Solution: Describe the instructional underpinnings and
ideas behind the implementation of your instructional story-telling
solution and how the transmedia elements leverage the type of media
upon which your various instructional messages are delivered. .

Technical Solution: Describe the technical requirements to house the
suggested solution. How is the solution integrated across platforms?
What software will be used to develop the solution? Why was particular
software chosen? How will the information be integrated into our
Cornerstone LMS? We desire mobile, web site, audio and visual access
to the instruction.

Project Management and Schedule: Describe your approach. Include
a high-level working plan outlining resources (yours and ours), phases,
timelines, and deliverables. You should include a graphical – e.g. work
plan as an appendix.

Budget: We desire a comprehensive budget outlining initial cost for the
project and any potential on-going costs..

Corporate Capabilities: We are looking for experts on BA, please list
all appropriate credentials and background of your company in this
area. List similar projects you have completed in the past and the
specific clients for whom you have completed the projects.

Appendices: In addition to any other appendices you choose to add,
include client references and resumes of the core team members. In this
section, you may want to include prototype screens.

Copyright The content of this RFP is confidential to WCO and those vendors
asked to bid. Your proposal will be treated as WCO property. This
RFP is to remain with the designated corporate representative and
should be treated as proprietary and confidential. Upon awarding of the
contract, the terms of the proposal become available in the public
domain.

Request for Proposal Page 7

The Need

Orientation (Context) The WCO wants to ensure that its code of conduct is understood and
followed around the world. We want an engaging, exciting curriculum
based on narrative.

We want to ensure the vendor is not just “story-telling” but is providing
a sound instructional approach. We current do not have a
comprehensive, standard approach to teaching the code of conduct and
feel and engaging, exciting narrative modeling the behaviors that must
be followed will provide the type of instructional outcome we desire in
terms of allowing the learners to gain insight into the proper application
of the concepts within the code of conduct.

We don’t simply want custom officials to take the instruction and
memorize “dos” and “don’ts.” We want the instruction to have an
impact.

We currently cannot mandate our code of conduct instruction and
therefore, must have as engaging instructional narrative as possible.

We will offer the instruction to custom agents throughout the world
who will access the instruction through our Learning Management
System which is based on the Cornerstone platform.

Request for Proposal Page 8

Environmental Scan

Audience Description

The target audience for the instruction will consist of both custom
agents and administrators of custom offices throughout the world who
speak English, Spanish or French.

The typical agent has the following types of background:

Must take and pass a Customs Officer entrance examination. The
entrance examination is a three-part test that covers logical
reasoning skill and an assessment of job-related experiences and
achievements.

Must pass a urine drug test: tentative selectees for this position will
be required to submit to a urine drug screen for illegal substances
prior to appointment. Custom agents are typically designated for
testing for illegal drug use; after hiring, incumbents are subject to
random testing. In addition to drug screening, candidates must meet
specific medical and physical requirements.

Agents are typically younger than 37 at the time of selection.

Potential agents typically appear before an oral interview panel and
demonstrate abilities and other characteristics important to Custom
Agent positions. Among these are interpersonal skills, judgment,
and problem-solving abilities.

Agents use automated systems on the job and are able to navigate
basic web browser software.

Delivery Environment We desire the instruction to be available via the latest version of IE,
Chrome and Safari browsers. We also anticipate learners accessing the
content via tables, PCs type devices as well as mobile phones. The
instruction needs to run seamlessly across all devices.

Technology Infrastructure As indicated previously, we use the Cornerstone LMS. We would like
track the knowledge gained through the story-based curriculum.

Request for Proposal Page 9

Proposed Solution

Solution Requirements

The solution needs to be cross-platform and be available, via various
browsers (as indicated above) and integrated with mobile and web-
based.

Quality Assurance We expect the vendor to coordinate testing efforts with the WCO in

terms of compatibility issues as well as usability issues. We except high
quality instructional programs free from errors.

Request for Proposal Page 10

Admin and Maintenance We desire the ability to maintain and change any instructional materials
provided to us. We do not want to license the materials the vendor
develops of the instructional modules. Training materials provided by
the vendor must be written in a software language that is not
proprietary. The materials must be created in a manner so that we can
maintain the materials without intervention from the vendor if future
needs arise.

• “Mock” Request for Proposal

Table of Contents
Invitation to Bid

Vendor,

February 11 20xx

Confidential Page 1 of 61

Proposal for

FTTP / COFEE National Training Project

Date: February 11, 20x

x

Prepared by

xxxx, Chief Operations Officer

xxxx, Head of Instructional Design
xxxx, Business Development Manager

Vendor, February 11 20xx

Confidential Page 2 of 61

Table of Contents

Executive Summary

……………………………………………………………………………… 3

Section 1 – Project Plan

……………………………………………………………………….. 5

Target Audience …………………………………………………………………………………. 5
Course architecture …………………………………………………………………………….. 6
Development tools and technologies ……………………………………………………… 6
Development Process ………………………………………………………………………….. 7
Preparation of second draft of RLOs …………………………………………………….. 10
Finalization of RLOs for Pilot ………………………………………………………………. 11
Effective Communication ……………………………………………………………………. 11
Working with Subject Matter Experts (SMEs) ………………………………………… 12
Delivery Schedule ……………………………………………………………………………… 13

Section 2 – Design Approach

……………………………………………………………… 14
Suggested Durations for the Curricula ………………………………………………….. 14
Suggested Approach …………………………………………………………………………. 15

Section 3 – Cost Data

…………………………………………………………………………. 20
Project Investment …………………………………………………………………………….. 20
Project Assumptions ………………………………………………………………………….. 22
Warranty and Maintenance Plan ………………………………………………………….. 23

Section 4 – Development Resources

…………………………………………………… 24
Proposed Key Resources …………………………………………………………………… 25

Section 5 – Resources Buyer will need to provide

……………………………….. 28

Section 6A – Related Experience with this type of development

……………. 30

Section 6B – ID expertise with courseware of this caliber

…………………….. 34

Section 6C – Experience working on projects of this magnitude

…………… 37

Section 6D – RLO/RIO experience

……………………………………………………….. 40

Appendix A – About Vendor

……………………………………………………………….. 41

Appendix B – Quality Assurance

…………………………………………………………. 44

Appendix C – LMS integration and AICC/SCORM expertise

………………….. 47

Appendix D – Sample Instructor Guide

………………………………………………… 49

Appendix E – Sample Participant Workbook

………………………………………… 50

Appendix F – Sample Job Aid

……………………………………………………………… 51

Appendix G – Sample ILT (PowerPoint)

……………………………………………….. 52

Appendix H – Instructors

……………………………………………………………………. 53

Vendor, February 11 20xx

Confidential Page 3 of 61

Executive Summary

Buyer’s Workforce Development (WD) organization intends to undertake a project that will
address the requirements for the Fiber to the Premises (FTTP) and the Converged Front-End
Engine (COFEE) National training project. This project will be dedicated to the analysis,
design, development, and implementation of training required for further fiber national
deployment in conjunction with the transformation to the COFEE National System.

The project will ultimately provide a complete learning solution for the participants and will be
developed as reusable learning objects in order to maximize the leverage of content across
jurisdictions. Training synergies will be obtained by developing core lessons that can be
applied across jurisdictions and within other curricula where possible.

Vendor is well positioned to develop this training curriculum for Buyer. We have been working
with Buyer for several years and are the proud recipients of a Buyer Supplier of Excellence
Award. We are very experienced in integrating courses with the Buyer NetLearn system and
with Evolution, and have successfully completed over 30+ development initiatives over the
past 4 years for Buyer.

We are also very experienced in creating training solutions such as this one, using
Evolution, employing the RLO/RIO strategy. In partnership with Hill Associates, also an
experienced Buyer learning partner, we will provide a solution that combines analysis,
development, and delivery of a complete and top-quality learning solution.

In addition to our ability to scale and our experience in undertaking similar initiatives, we
have over 12 years experience working in the telecommunications industry and count among
our clients many of the world’s top telecommunications organizations including Buyer,
BellSouth, Nokia, Cingular, and Lucent.

Prior to deciding on the duration and media blend for the proposed curricula, a detailed and
comprehensive task analysis will be undertaken. For the purpose of costing the project and
estimating timelines we have estimated that the new/updated elements of the curricula will
consist of a total of 3,645 hours of training:

We propose to deliver project deliverables on a phased basis. Based on our assumptions,
which we made based on Buyer’s response to our questions on the RFP; the cost of the
entire project including task analysis, development, piloting and pilot delivery is $9,831,423.

A breakdown of this is shown here:

• Business deliverables: $5,844,079
• Consumer deliverables: $3,735,921
• RM deliverables: $172,322
• Cross LOBs: $79,100

If you feel our assumptions on the duration or media blend are incorrect, we would be
happy to review our pricing.

Vendor, February 11 20xx

Confidential Page 4 of 61

We plan to deploy a highly experienced custom development team led by a seasoned Senior
Project Manager who is very experienced with Buyer custom development initiatives. The
overall team will consist of project managers, instructional designers, editors, graphic artists,
programmers, software testers, voice over talent, video production crew, instructors, and an
audio engineer. They will work together under the leadership of the project manager to
ensure accurate and effective deliverables on time and to budget. We will work closely with
the Buyer project manager and subject matter experts to the same end.

In order to hit the required deadlines, we plan to also use additional contract resources where
necessary. Any additional resources will be managed through our team of experienced
Project Managers and have been fully costed in our proposal.

We would like to thank Buyer for the opportunity to present this proposal, and we look forward
to the opportunity of working with you on this important initiative.

Vendor, February 11 20xx

Confidential Page 5 of 61

Section 1 – Project Plan

Target Audience
The target audience for this project is as follows:

Retail
 Consumer
 Consumer Sales & Service Center (CSSC)
 Multi-Lingual Sales & Service Center (MSSC)
 Buyer Encore Center
 National Sales Support Centers (NSSC)
 Customer Product Support Center (CPSC)
 Directory Support Center (DSC)
 Support and Response Center (SRC)
 Direct Marketing Center (DMC)
 Sales and Service Center (SSC-VOL)
 Broadband Billing Operations (BBO)
 eCenter
 Buyer Centers for Customers with Disabilities (VCCD)
 Fraud Prevention Center (FPC)
 Carrier Toll Investigations (CTI)
 ISP Ordering Customer Care Center (IOCC)
 Winback/Natural Returns Center
 AFNI
 TIPS
 Customer Relations
 Buyer Avenue
 VZ Plus

Business
 Business Solutions Centers (BSC)
 Business Partnership Center (BPC)
 Business Billing Centers (BBC)
 Business Sales and Service Center (BSSC-VOL)
 Support and Response Center (SRC)
 Customer Relations
 VZ Plus
 Buyer Bravo Center
 eBiz
 Multilingual (MBSC)
 WinBack Center
 TIPS

Finance
 Receivables Management Consumer Collections (RMCC)
 Receivables Management Business Collections (RMBC)
 Receivables Management Risk Assessment Center (RMRAC)

Vendor, February 11 20xx

Confidential Page 6 of 61

Course architecture
The curriculum will include Lead-led (ILT) classes, WebClass (synchronous eLearning),
Video, and self-paced WBT.

All ILT, WebClass and WBT materials will be assembled into Evolution. Participants will
access the WBT through Buyer’s NetLearn LMS. The WBT modules will track user data to
record courseware completion. Please also refer to Appendix C for information regarding our
extensive LMS integration experience.

Development tools and technologies
ILT portions of the Curricula

We propose to develop the ILT portions of this training using Microsoft WORD for the
initial drafts. We will design the training to be RLO/RIO compliant. All the content for the
Facilitator’s Guide and Participant’s Guide will be assembled into Evolution.

We are very experienced with Evolution having created several hundred hours worth of
content for this LCMS.

WBT portions of the Curricula

We propose to develop the WBT portions of this training using Flash MX. Flash is a
leading development tool for this type of interactive training and Vendor has extensive
experience in using this tool. We are experts in optimizing Flash files for smooth playing
over low-bandwidth connections.

We will build the WBT modules to be RLO/RIO compliant and fully SCORM 1.2 compliant.
Our programmers are expert in SCORM 1.2 compliancy and we have developed many
hours of training for many different LMSs.

Video portions of the Curricula
The video elements required in the project will be developed in conjunction with a
specialist video production company, based in the US. Vendor will produce the script and
storyboard for this video. This has been fully costed for and included in pricing.

WebClass portions of the Curricula
Vendor will produce in-house all the required elements for delivery of a synchronous web
class. This will include scripting, graphic production (PPT-type slides) and any
programming requirements. The actual delivery of these web classes can be delivered by
Buyer staff or by our partners Hill Associates.

ILT Delivery

We will partner with Hill Associates to provide the necessary instructors for the delivery of
the training content. Hill Associates are an experienced Buyer training partner and have
worked with Buyer on many projects requiring the delivery of training content. Until the
Task Analysis has been completed it is almost impossible to estimate the number of
instructors that are required and the exact amount of delivery days.

Vendor, February 11 20xx

Confidential Page 7 of 61

Development Process

We typically follow the ADDIE design model for eLearning courseware, though its application
can vary depending on the subject matter and treatment. It’s a strong base or starting point
with built-in flexibility.

A We typically begin a project with task Analysis. Senior Instructional Designers work our

client’s SMEs to ascertain, understand, analyze, and structure the content for the
courseware. This phase includes discussion around the job function of the target
audience and what they need to learn from the course/curriculum. We will also
brainstorm the best solution regarding media usage, approach and style – ultimately
coming up with a solution that fits the brief and budget of the client. The output from the
Analysis phase is typically a Content Analysis document that includes project
recommendations. It is only after the phase has been completed and agreed with the
client, that we can generate a final timeline and costing for the project.

D Following the Analysis phase, and once the client has provided feedback on our

recommendations, we move to the Design phase. Here our Instructional Designers will
begin creating course outlines and course structures, suggested instructional
approaches, case studies, scenarios, interactivities, etc. Also, during this phase, our
senior programmers and graphic designers will design an interface and functional
framework suitable for the training and delivery environment(s).

D Once the client has signed off on the design approach, we move into the Development
phase. This involves scripting, visual design and animations, recording and digitizing,
media assembly, quality assurance, and software testing. Team members work under
the guidance and leadership of a Project Manager who liaises with the client to ensure
deadlines are met with quality deliverables.

I Once development is finished, we move into the Implementation phase. During this

phase, the training modules are deployed onto delivery servers and piloted.

E Once the training is in use, Evaluation can be carried out. Level 1 evaluation can be
carried out via Participant feedback or Survey forms. Level 2 evaluations, can be
obtained through analysis of reports obtained from the LMS to ascertain test scores/pass
rates.

Please see Appendix B for information on our Quality Control Processes.

Vendor, February 11 20xx

Confidential Page 8 of 61

Kick-off Meeting

The purpose of the kick off meeting, which involves personnel from Buyer, Vendor and Hill
Associates, is to agree the project plan, schedule, communications structure, procedures, etc.
It is also a forum for Buyer SMEs and Instructional Designers from Vendor to have a
preliminary discussion of course structures and available source material.

Task Analysis

Our initial task for this project would be to undertake a Task Analysis in order to better
understand the objectives, goals and requirements of the different curricula and audiences.

Our Lead Project Manager and three Senior Instructional Designers will conduct a series of
Task Analysis conference call meetings with the participation of Hill Associates as additional
SMES.

During this phase, we will

• review any existing training materials
• meet with anyone who is currently involved with delivering this training to this audience
• discuss the job tasks of the participant audiences for these courses
• analyse each task that is to be covered by the training and discern the optimal duration

for that training and the most suitable approach to take for the training
• determine the quantity of overlap of content between jurisdictions

Please note: Once the Task Analysis phase is complete we will be in a position to confirm if
our original assumptions were correct. It the assumptions were incorrect a Change of Scope
may be required.

Content outline creation

Our Instructional Designers will divide the content into RLOs and determine whether each
existing ILT lesson can serve as a standalone RLO or needs to be restructured into two or
more RLOs. They will determine the instructional strategy to use per RLO, identify glossary
items and write three-part objectives per RIO.

Having done this, the Instructional Designers will write a detailed content outline. This will be
reviewed by an Instructional Design Editor to ensure ID quality, adherence to the RLO/RIO
strategy, etc.

Preparation of First Draft of RLOs

Instructional Designers will prepare the text for the RLOs. The tasks that the Instructional
Designer will have to undertake include:

• Reworking/adding learning objectives to correspond with the requirements of the RLO
strategy

Vendor, February 11 20xx

Confidential Page 9 of 61

• Some reworking or creation of overview and summary screens
• Update and add content where necessary
• Breakdown of the RLO into logical, discrete RIOs, each of which should correspond to
one of the RLO’s learning objectives
• Identification of each RIO as concept, fact, procedure, process or principle
• Some reworking of learning material for consistency across all curricula
• Reworking/adding practice items and assessment items to ensure that the student is
adequately tested on his/her mastery of each learning objective
• Create hand outs and job aids
• Create and end of course performance-based test with associated performance
checklist

Our graphic artists will identify any existing graphics or concepts that will be required to
effectively illustrate the content. Key graphics are drawn or redrawn, or stylized.

All text and illustrations will be entered into the Evolution tool in the RLO-RIO structure and
metatagged.

Once entered into the Evolution tool, each RLO will be exported to the WD ILT WORD
template. The WORD files will then be formatted.

At this stage, the Project Manager, Instructional Designers, and QA Editor will review each
completed RLO.

Vendor, February 11 20xx

Confidential Page 10 of 61

This ensures that each RLO:
 conforms to the agreed RLO-RIO structure
 has accurate grammar, punctuation and spelling
 has appropriate illustrations

All review edits are categorized into edit type (for example, graphical, textual, etc) and are
then returned to the team for implementation.

The review edits raised are implemented by the team and once successfully implemented, the
RLO is delivered to the Buyer PM and SME for review along with the required job aids,
handouts and other material for each course.

The Buyer PM will review the Evolution files. These will be uploaded directly to NetLearn for
review.

The Buyer SME will review the drafts of the IG, SG and associated material in WORD format.
WORD files will be zipped and sent by e-mail for review.

Buyer’s PM and SMEs review the RLOs and list any edits necessary. These edits are
returned to Vendor for implementation.

Preparation of second draft of RLOs

The edits received from Buyer on the first drafts are categorized and entered into our edit
tracking system. Reports are then generated from the system and distributed to the relevant
team members for implementation.

All edits that are implemented are reviewed by the PM to ensure that they have been correctly
implemented, and then the edits are signed off in the tracking system.

The RLO is then given a QA review again to ensure that nothing has gone astray during the
implementation of the edits.

The RLO is then delivered to the Buyer PM and SME for a second review along with the
required job aids, handouts and other material for each course.

The Buyer PM will review the Evolution files. These will be uploaded directly to NetLearn for
review.

The Buyer SME will review the drafts of the IG, SG and associated material in WORD format.
WORD files will be zipped and sent by e-mail for review.

Buyer’s PM and SMEs review the RLOs for a second time to ensure that their previous edits
have been implemented satisfactorily, and they will list any additional edits necessary. These
edits are returned to Vendor for implementation.

Vendor, February 11 20xx

Confidential Page 11 of 61

Finalization of RLOs for Pilot

The edits received from Buyer on the second drafts are categorized and entered into our edit
tracking system. Reports are then generated from the system and distributed to the relevant
team members for implementation.

All edits that are implemented are reviewed by the PM to ensure that they have been correctly
implemented, and then the edits are signed off in the tracking system.

The RLO is then given a final QA review and proofreading to ensure that nothing has gone
astray during the implementation of the second round of edits.

Each course is delivered to the Buyer PM and SME along with the required job aids, handouts
and other material for the pilot. Copies of the IG, SG and associated materials will be printed
and shipped to Buyer as necessary.

Effective Communication

Throughout the project, Vendor proposes the use of the following communications structure:

 Initial kick-off meeting between Vendor’ Senior Project Manager, lead instructional

designers and the Buyer Plus project team

 Weekly project progress reports, including schedule updates and indicating any

potential risks to the project

 Weekly project conference call between project team members to discuss project

progress

 Ongoing day-to-day communications between Vendor and Buyer via phone, e-mail,

and our issue tracking database

We recommend the holding of an After Action Review (AAR) meeting shortly after final
courseware delivery and acceptance. This AAR meeting will allow the entire project team
discuss all aspects of the project and outcome. It is expected that the findings from the AAR
will be carried forward to the next project’s planning and implementation phases (if any), with
a view to driving process improvement across the project timeline.

Vendor, February 11 20xx

Confidential Page 12 of 61

Working with Subject Matter Experts (SMEs)

Our team has extensive expertise in training development and instructional design. However,
we do not have specific expertise in the content area that Buyer wish to cover in this training
course. SME resources are the team members that Vendor rely upon to provide content to
our developers, and to ensure that the content is fully and accurately represented.

We understand fully the importance of the role of an SME reviewer. SMEs help the team to
identify what is the most important detail to include in the course, and to ensure that what is
included is accurate and clearly defined for the user. We realize that Buyer’s SMEs may
already be very busy and may only have limited time between other projects.

To facilitate the review process, Vendor will supply a detailed SME review guideline document
to Buyer. It will help clarify expectations, help SMEs plan work schedules, and help ensure
that communication on the team is clear and efficient.

Vendor, February 11 20xx

Confidential Page 13 of 61

Delivery Schedule

We have assumed a start date of March 7 2005 for this project. We can commit to meeting
the delivery targets for Retail-Business, RM and Cross LOBs as outlined in the RFP. In
relation to the Retail-Consumer dates, we feel that these are aggressive and we would
welcome the opportunity to work with Buyer to come up with dates that are achievable and
also meet the business reuiqrements.

Recommendations for expediency
This project requires a very aggressive timeline and therefore there are several things we
would require for expediency:
 File transfers of scripts/storyboards for review should be done by e-mail
 File transfers of beta and final courseware should be done via ftp
 In order to meet this target delivery date, the Buyer reviewers will need to commit to

very short turn-around times for all reviews.
 Because of the magnitude of this project, we recommend that the number of Buyer

SME reviews be kept to a minimum as follows:
• Task Analysis
• Instructional Design documents
• Beta versions of all materials (ILT FGs and PGs, Beta WBT modules, Beta Audio

Bank elements, etc)
Keeping to just three review points for the SMEs means that their time will not be taken
up as much and there will be less potential for delays with the project (we typically find
that getting commitment for the availability of an SME for reviewing material can be
difficult, as their time is often very much sought after)

Vendor, February 11 20xx

Confidential Page 14 of 61

Section 2 – Design Approach

Suggested Durations for the Curricula

Vendor will provide a solution that consists of a comprehensive detailed task analysis
and the development of a blended learning solution including ILT materials, self-paced
WBT, Webclass materials, and video. It is expected that each learner will experience
an integrated, modular series of learning experiences including knowledge acquisition,
knowledge application, skill development, skill practice, performance assessment, and
instructor feedback. Where legitimate regional differences exist, based on documented
methods, procedures, and policies; course content will be created to reflect the
differences. All efforts will be made to ensure that as much of the content can be
leveraged across jurisdictions.

Following an full and comprehensive review of the FTTP / CoFEE National Training
RFP, and responses to bidder questions, we have estimated the solution that consists
of 3,645 hours of new or updated material. We plan to develop the solution as follows:

• Initial Training materials (updated): 3326 hours
• ILT materials: 312 hours
• Self-paced WBT: 2 hours
• Webclass Materials: 4.6 hours
• Video: 40 mins

Our solution will also provide instructors to deliver the pilots and the subsequent
training content to the different audiences. We will need to discuss training locations,
training class sizes, and frequency of training classes before we can accurately
estimate the number of instructor delivery days required.

Vendor, February 11 20xx

Confidential Page 15 of 61

Suggested Approach

We will design the course so that the training will have a modular structure to allow for
reuse of RLOs and maximum standardization across the jurisdictions.

ILT
ILT materials will consist of Participant Guides, Instructor Guides, Job Aids/Handouts,
Overhead slides or PPT slides and Facilitator Preparation Guides.

The ILT sessions will be a combination of:
 Instructional presentation of knowledge
 Group work, such as role plays, scenarios, and peer feedback
 Individual activities or worksheets
 Mastery tests and assessment checklists

Lessons will be hierarchical and will progress from lower to higher cognitive skills. The
instructional approach that will be employed by Vendor will use elements of Robert
Gagne’s cumulative learning theory. A typical lesson plan would consists of:

1. Attention. The instructor will gain the attention of the learners by using examples
or asking thought provoking exercises.

2. Goal. The instructor will inform the class of the learning objectives for the
lesson. These will be included within the PPT slides.

3. Recall. The instructor will stimulates the recall of prior knowledge through the
use of brainstorming or questioning techniques.

4. Present. The presentation of main content will be through the use of PPT
presentation and demonstrations. Instructor notes within the PPT and Instructor
Guide will recommend possible classroom activities and exercises.

5. Practice. Lab exercises within a training environment or scenario-based
exercises will allow learners to practice their skills.

6. Feedback. Throughout the lesson, the instructor should provide constructive
and timely feedback to learners. The Train-the-Trainers course will outline the
principles of giving feedback.

7. Assess. Assessments, whether through questioning or lab exercises, will be
included. The Train-the-Trainer course will outline the principles of asking oral
questions.

8. Enhance retention and transfer. The lesson will finish with a summary of the
main points of the lesson.

Classroom presentational material will be created by exporting the Facilitator and/or
Student Guides from Evolution into PPT format.

Vendor, February 11 20xx

Confidential Page 16 of 61

As part of the ILT content, Vendor will create an Instructor’s Guide. This guide will be
in the form of a WORD document or PDF-based document and can be accessed from
Evolution. The guide will include:

 Learning aims and objectives
 Curriculum
 Suggested training schedule
 Lesson plans
 Scenario-based activities; role-plays; group activities; and case studies
 Lab activities
 Assessments and exercise sheets
 Evaluation forms
 References to further information

In conjunction to the Instructor Guide, a Participant’s Guide will be created. The
Participant’s guide will consist of presentational elements and handouts of the
Instructor Guide. The Participants Guide will also contain Job Aids that students
can use in their roles.

Vendor, February 11 20xx

Confidential Page 17 of 61

Sample: Participant’s Guide

Vendor, February 11 20xx

Confidential Page 18 of 61

Webclass
Specific content will also be created for the synchronous online instructional elements
of the course. This instructional methodology will consist of text, live audio (which can
be archived), presentation of PPT, use of whiteboard, use of e-mail or discussion
boards, and online group activities. The content to aid the online instructor/facilitator will
include
 Lesson plans suitable for the online medium
 PPT slides suitable for the online medium
 Handouts that can be e-mailed to learners

The Train-the-Trainer courses will cover how best to facilitate an online training
session. Topics for consideration include:
 Setting ground rules
 Communication techniques
 How to use whiteboards
 Chairing an online conference
 Common technical problems

WBT
The system-based WBT modules will incorporate conceptual information,
demonstrations, and scenario-based practices.

Conceptual Information
Conceptual information will be presented using a combination of text, graphics,
animation, and audio. To help the learner to engage in the content, rather than
passively going through the content, interactive screens will be used throughout.
These interactivities will include:
 Interactive case studies, examples, or scenarios
• Roll over or click boxes to reveal ‘should know’ information, but not critical

information
• Click events that will allow the learner to access further information or

resources
• Inline questions, including drag and drop, multiple-choice, matching, and fill in

the blank/typing questions. All inline questions will have detailed feedback.

Demonstrations would follow a ‘Show-me’ approach whereby the learner
watches as a particular task is performed. The system is simulated from
screengrabs taken from the live systems and the demonstration is animated on
screen (for example the cursor will appear to move and the Menus and fields will
appear to open and/or be populated) with accompanying audio describing what is
being done.

For the scenario-based practices, we would follow a ‘Try-me’ approach whereby
the learner is a particular customer scenario and asked to problem-solve using
software simulation. The learner will receive feedback from the training as they

Vendor, February 11 20xx

Confidential Page 19 of 61

step through the task, indicating whether or not they have completed the task
correctly.

All WBT modules will be SCORM 1.2 compliant, will be assembled into Evolution, and
will integrate with NetLearn.

Summary

Vendor is a recognized leader throughout the eLearning industry in the area of
instructional design. Our strategies and methodologies have resulted in the successful
design and delivery of hundreds of courses that have been custom crafted to meet our
clients ever changing performance improvement needs.

Vendor, February 11 20xx

Confidential Page 20 of 61

Section 3 – Cost Data
Project Investment

The overall cost for this project is broken down as follows:

• Business deliverables: $5,844,079
• Consumer deliverables: $3,735,921
• RM deliverables: $172,322
• Cross LOBs: $79,100

This includes delivery of the pilot class but not the subsequent classes as we are not in
a position to determine the number of these classes required.

If you feel our assumptions on the duration or media blend are incorrect, we
would be happy to review our pricing.

For a breakdown by discipline and by course, please see the attached Pricing
Spreadsheet. The Summary sheet is included on the next page for your convenience.

Please note:

• Payment is due within 60 days of invoice being issued.
• Price quotation is valid for 120 days from the date of this proposal

Vendor, February 11 20xx

Confidential Page 21 of 61

Vendor, February 11 20xx

Confidential Page 22 of 61

Project Assumptions
In order to present this proposal, we have had to make a number of assumptions
regarding the project:

• Buyer will provide any existing course material (such as instructor-led materials,
references, guides, etc) in an editable electronic format

• Buyer will provide remote access to the systems upon which some of the training will be
based

• Buyer will provide remote access to their EZ Reference site, and any other related sites
• We understand that the standards and systems are emerging and have planned for this,

however, any significant reworking of previously signed off material as a result of
systems, standards or procedures changing will require the issuing of a Change
Request

• Assumed course durations are as follows:
• The full ‘seat time’ for Retail-Consumer Initial training is 1834 hours (new/updates

are required for 1246 hours)
• The full ‘seat time’ for the rest of the training for Retail-Consumer is 280 hours

(new/updates are required for 107.95 hours)
• The full ‘seat time’ for Retail-Business Initial training is 2446.5hours (new/updates

are required for 2079.5 hours)
• The full ‘seat time’ for the rest of the training for Retail-Business is 264.5 hours

(new/updates are required for 142.5 hours)
• The full ‘seat time’ for RM is 71.5 hours (new/updates are required for 65.88

hours)
• Buyer will provide Project Managers (to liaise with our Project managers), subject matter

expertise (SMEs), and will assist in ensuring that the reviews are carried out on time in
accordance with an agreed schedule

• The course materials are required in US English only
• Any additional edit time required resulting from content changes, content additions,

changes to approaches that had previously been agreed, preference edits, etc. will be
charged at a daily rate of $550. This will be presented to Buyer in advance for approval.
Any errors that are found during the review cycles that are programming bugs, or errors
on behalf of Vendor will be fixed free of charge.

Vendor, February 11 20xx

Confidential Page 23 of 61

Warranty and Maintenance Plan

Warranty
Vendor offer a 12-month warranty that covers the fixing of technical bugs subsequently
found following final delivery, if any. This cost is included in the overall development
cost.

Maintenance Plan
Maintenance Plans can be purchased in advance to cover content changes that you
wish to make to the product at a later date. These changes might typically include:

• Additions of new content (sections, features etc.).
• Updates to existing content within the course (graphics, specs, etc.)

We are not in a position to determine how many days of maintenance you may require
– you are in a much better position to determine the nature and type of changes you
are likely to require. However, we will book a certain number of maintenance days for
you during the six months following final delivery.

The cost for this is determined by taking an average of the daily rates that we charge
(as the type of edits are not known at this time – we do not know which of our staff
would be required to work on the maintenance) and adding the overhead cost. This
gives a daily rate of $550 for this work.

Whichever Maintenance plan you require, it will come into effect immediately after final
delivery of the courses.

As changes are required, you can notify us of the requirements and we will prepare an
estimate of how many days from your Maintenance Plan will be used up implementing
those edits. You can then decide to proceed or not.

Vendor, February 11 20xx

Confidential Page 24 of 61

Section 4 – Development Resources

For this initiative, our development teams will consist:

 Project Managers
 Instructional Designers
 Editors
 Graphic Artists
 Audio Engineers
 Voice Over Artists
 Programmers
 Quality Assurance Manager & Software Testers
 Instructors – see Appendix H

Please note:

• Supplemental resources will also assist with this project, including but not

limited to Head of Instructional Design, Creative Director, and Technical
Director

• Some of the resources listed will be full time on the project, some will be part
time on the project, some will be on the project from the start and some will
join in with the project later in the timeline as we move through the various
stages

• Resources from each discipline will be kept the same where possible
throughout the duration of the project to ensure consistency

Vendor, February 11 20xx

Confidential Page 25 of 61

Proposed Key Resources

All of the key personnel we are proposing are full time employees of Vendor. All of
these key personnel will be 100% dedicated to the project and all are experienced in
RLO/RIO strategy.

Bill McDunphy – Project Manager

Bill holds a Diploma in Information Technology, specializing in programming and
relational databases. He has been a Senior Project Manager with Vendor since
2000. Bill worked on our extensive library of Lucent titles, helping to deliver over
ninety titles. He also has extensive experience working on projects for Buyer and
British Telecom. Bill manages a team of instructional designers, graphic designers,
and programmers. He has experience using HTML, Visual Basic, Flash, and
Dreamweaver. Bill’s most recent projects with Buyer are Safety Curriculum
Conversation, AWAS updates and mentoring simulations.

Dr. Helen Budgey – Senior Instructional Designer
Helen is an accomplished, highly experienced educator. She holds BSc (Hons) and
PhD degrees and is currently studying for a Masters in Education, specializing in
Instructional Design for Online Learning. She has additional qualifications in
languages and journalism, including an NCVA in Journalism Skills and an NCEA
ACCS Certificate in Business German. Helen has worked in a variety of editorial
and research positions and has published widely in academic journals. Since joining
Vendor in 1995, her focus has been to ensure that the courseware provides the
learner with the highest quality, and most appropriate, learning experience.

Sarah Kelly – Senior Instructional Designer

Sarah holds an honors degree in Communications. She joined Vendor in 2001 and
has successfully orchestrated the instructional design of several WBT projects,
covering subject matter such as telecommunications, internetworking, software
configuration, hardware installation, and fiber optics, for clients including Buyer,
Lucent, and Vodafone.

Valerie Chambers – Senior Instructional Designer
Valerie holds a Bachelor of Arts from Vassar College and a Masters in English from
Trinity College Dublin. She has over four years experience in instructional design for
web-based training, and has designed and written learning events for courses in
telecommunications, eCommerce, soft skills, and various client-based applications.

Graphic Designer – Greg Franklin
Greg has a Certificate in Art and Design, a Diploma in Art and Design, and a City &
Guilds Certificate in Graphic Design. As well as practicing as an artist, Greg has
worked as a graphic designer with Vendor since 1996, producing courses for a wide
range of clients including SmartForce (Cisco courseware) Microsoft, Linux, Buyer,
Novell, Provant, and Intel.

Vendor, February 11 20xx

Confidential Page 26 of 61

Karen O’Brien – Senior Programmer
Specializing in Web-related programming, Karen has worked for Vendor since 1999.
She has experience of a range of languages and technologies, including HTML,
DHTML, Javascript, ASP, XML, and Flash. Karen has experience incorporating
these technologies to produce course frameworks, course question frameworks,
and advanced data driven applications. She is also very experienced with NetLearn
and Evolution.

Quality Assurance/Testing expert – Graham Plowman

Graham has an NCVA Level 2 Certificate in Media Engineering. He entered the
localization industry in 1999 as an audio engineer and senior technical integrator
with Transware. Graham joined Vendor in 2001 as a software tester. He has
worked using a wide range of applications and operating systems, on projects for
SkillSoft, Oracle, Lucent, Siemens, Vodafone, and Buyer.

The following key personnel will also be involved with the project but not 100%
dedicated to it.

Finola O’Leary – Head of Instructional Design

Finola has a BSc in Applied Maths and Computing, and a HDip in Education. She
also holds an MA in Education in Lifelong Learning and Educational Technology.
Before joining Vendor as a senior instructional designer in 2001, Finola worked as
an instructional designer with two other eLearning content providers, where she was
involved in curriculum design, innovation, and research and development. She also
has experience in adult training and secondary school teaching. Finola has been
involved in the production of a wide range of courses, including eLearning for
Lucent and Buyer, and ILT material. In her free time, Finola is a member of the
National Training Committee for the Irish Red Cross Society. Finola is currently the
Head of Instructional Design in Vendor.

James McCabe – Creative Director

James holds a BA (Hons) degree in Art and Design and a Diploma in Product
Design. He leads the entire design effort for Vendor, overseeing the development of
the product interface and graphical design elements, and ensuring that both adhere
to client visual design guidelines. James joined Vendor in 1996, became head of
design in 1998 and was promoted to Creative Director in 2003.

Ed Hickey – Technical Director

Ed holds a Degree in Computer Science and has extensive programming and
systems analysis experience. He leads our web development team and oversees
the entire programming effort. He also ensures that all products are operationally
and functionally stable and reflect the agreed Product Development Plan in terms of
functions and features. Ed joined Vendor in 1995 and became head of programming
in 1997. Ed is experienced in AuthorWare, Flash, VB, Delphi, and C++.

Audio engineer – Paul Fegan

Vendor, February 11 20xx

Confidential Page 27 of 61

Paul has more than seven years experience in the multimedia and eLearning
industry. He helped set up the Vendor audio department and has been an audio
specialist since 1999, focusing on digital recording and MIDI sequencing. Paul has
experience using Sound Forge, Vegas Audio, Steinberg Nuendo, Steinberg
Cubase SX, Vegas Video, Adobe Photoshop, Paint Shop Pro, Macromedia
Freehand, and DPaint II. He has worked on a wide range of projects, including
clients such as Visio, Buyer, Lucent, Nokia, Vodafone, and BT.

Contractors

As this project will require a significant amount of resources at certain stages of the
project, we plan to use, when needed, additional contractors to supplement our
own resources.

Vendor, February 11 20xx

Confidential Page 28 of 61

Section 5 – Resources Buyer will need to provide

We will expect Buyer to provide the following resources:

• A Buyer Project Manager (to liaise with our Project Manager and with any
Subject Matter Experts (SMEs) on Buyer’s side). The Buyer PM will be required
to ensure the availability of Buyer SMEs, ensure that the Buyer reviews of
deliverables are carried out according to an agreed schedule, and discuss any
scope issues that arise.

• Subject Matter Experts (SMEs) – to be available to discuss the course content
at kick off and during the Task Analysis phase, to review deliverables, and to
ensure accuracy of content.

• Access to Buyer’s specific version of Evolution for testing purposes

• Buyer’s metadata library

• Templates

• Leader-Led Style Guidelines

• Workforce Development Learning Object Guidelines

• eWeb Development Guidelines

• Current FTTP/COFEE courseware

• Initial Training Event Matrix

• TEDS Training History EDI Specifications

• NetLearn Specifications

• Site location and access to systems and applicable training databases

• Buyer brand identity guidelines & Buyer brand identity video guidelines

• Evolution Licenses

• Citrix Licenses

• FTTP vendor equipment documentation

Vendor, February 11 20xx

Confidential Page 29 of 61

• Drafts and final versions of Buyer FTTP methods/documentation as it becomes
available

• WBT Interface Specification Guidelines

• All materials provided to the vendor are proprietary in nature and must be
returned to Buyer at the completion of the project.

• If needed, Workforce Development can provide additional information on the

current on-line reference tools (Resources4you, EZR, Netlearn etc.)

Vendor, February 11 20xx

Confidential Page 30 of 61

Section 6A – Related Experience with this type of
development

Vendor has developed training and marketing materials for the telecommunications
industry for over 11 years to a global client base including the top six US network
service providers in addition to Buyer Wireless and Cingular Wireless. In Europe our
client base includes Nokia, Eircom, British Telecom, Vodafone and O2. The following
are some samples from products we have recently developed:

Please note that the Buyer courses listed here can be accessed through Buyer’s
NetLearn system.

Buyer – CoFEE Repair

In this project we developed “CoFEE Repair WBT” on time and to budget. It was
developed during the same time as the CoFEE Repair software itself was being
developed. The objective of this project was to bring existing and newly hired
Customer Care Advocates to a basic level of Job performance. It focused on the
use of the CoFEE Repair software. This project incorporated software simulations,
screen grabs, audio narration, animations, high quality graphics, and interactions.

Buyer – National Market Centers Directory Listings (NMC)
We developed a systems and processes web-based project for Buyer’s National
Market Centers. The target audience is approximately 120 Front Line Managers and
1,450 Customer Service Reps who work in the National Market Centers within the
Wholesale Line of Business. The courseware has been designed to provide training
on mission critical software applications that relate to Directory Listings. This course
incorporates full audio narration, animations, tutorial, high-quality graphics, tests,
and simulations / labs.

Vendor, February 11 20xx

Confidential Page 31 of 61

Buyer – Common Time & Labor System (CTLR)
This self-paced eLearning course for Buyer’s Payroll Services (PS) organization.
The course is aimed at Payroll Time Processors (PTP) who report payroll and labor
time data into the Common Time and Labor (CTLR) system. The web-based training
course discusses the general concepts and features of the DOS-based CTLR
system, illustrating these points with graphics and, where appropriate, animations
and job-based simulations.

Vendor, February 11 20xx

Confidential Page 32 of 61

Buyer – WebIFAS
The objective of this project was to provide SCORM 1.1 compliant web-based training
to teach new POTS Field Technicians how to use the web-enabled version of IFAS.
The Intelligent Field Access System (IFAS) allows the technician to access the most
current information for receiving and dispatching jobs, time card data, and test modules
by way of a Web Server. The audience for this training was New Installation and
Maintenance POTS Technicians. This project incorporated full audio narration,
animations, high-quality graphics, simulations / labs, and tests.

Screen shot from IFAS courseware

Vendor, February 11 20xx

Confidential Page 33 of 61

Buyer – Business Zone Technician

A project titled “Business Technician – Alternative Delivery”. It is a 30-hour project
(20 hours of which is WBT) incorporating full audio narration, animations, video,
high-quality graphics, interactions, and paper-based lab exercises. This project
focused on the role of the Business Technician and incorporates software, process,
and hardware training.

Buyer – Attendance Blended-eLearning

This solution was produced for Buyer’s Management Education & Employee
Development organization, and provides a video and web-based tool to support
supervisors’ handling of associates’ absence. The training provides information and
access to other Attendance-related resources, and allows supervisors to practice
handling associate absence situations. The web-based training element involved
the development of a simulation based eLearning course.

This highly interactive courseware employs branching providing the student with a
unique self-discovery, self-paced learning experience. Once again this course was
hosted on Buyer’s proprietary SCORM-compliant LMS.

Vendor, February 11 20xx

Confidential Page 34 of 61

Section 6B – ID expertise with courseware of this caliber

Buyer – Consumer Redesign
In January 2003, we delivered a 25-hour modular eLearning course using the
RLO/RIO design strategy. The course was designed specifically to improve the value
and effectiveness of the training provided to new-hire and incumbent associates in the
consumer call centers. The 9 training modules covered the following content:

• Orientation
• Consumer Sales Associate Job
• Orientation to the Job, Tools, and work environment
• The Marketplace
• Call Tone and Manner
• Sales and Bridging
• LTA
• Toll restriction and toll blocking
• Introduction to service orders

Vendor, February 11 20xx

Confidential Page 35 of 61

Cingular – Wireless Technologies Fundamentals
In 2003, we developed over 50 wireless technology modules for Cingular Wireless,
which focused on the facts about wireless technologies and how each technology
can benefit end customers.

This tab-based approach to eLearning provided a modular access to essential
wireless technology information for Cingular and Channel partner sales employees.

This training help Cingular to launch their new range of data service products across
the USA.

Vendor, February 11 20xx

Confidential Page 36 of 61

Buyer – WebAWAS System New Hire & Conversion eLearning

This project titled” WebAWAS & Windows AWAS System New Hire &
Conversion E-learning”. This was a 37-hour eLearning project that focused on
supporting the conversion of the existing AWAS software system to a new web-
enabled version (WebAWAS) for New Hire Customer Zone Technician and
Business Zone Technician employees. The project will also involved the
development of two conversion-training courses on the Windows AWAS System for
CO and Dispatch personnel. New Hire Training for the Dispatch audience was also
delivered. The Automated Work Allocation System (AWAS) is a Buyer proprietary
system used to allocate work and dispatch technicians.

Screengrab from AWAS course

Vendor, February 11 20xx

Confidential Page 37 of 61

Section 6C – Experience working on projects of this
magnitude

Lucent Technologies

Here we developed over 500 hours of eLearning based covering the installation and
maintenance of their range of data networking products. This required more than
175,000 development hours and involved a production team of over 120 people.

Vendor, February 11 20xx

Confidential Page 38 of 61

Buyer – Standardization

In 2003, we undertook the standardization of 336 hours of training in many formats in
to ILT RLO/RIO format assembled in Evolution. Below is a sample of a page from the
WORD version of the Instructor Guide for the Manhole Safety course.

Vendor, February 11 20xx

Confidential Page 39 of 61

SkillSoft

We developed over 240 hours of eLearning per year for SkillSoft covering a range of
products including Novell, CISCO, Oracle, etc.

This required a development team of 30 staff every month. This equated to 50,000
development hours per year.

Vendor, February 11 20xx

Confidential Page 40 of 61

Section 6D – RLO/RIO experience

Cisco’s Reusable Learning Object (RLO) methodology
Our Instructional Designers are RLO/RIO-competent and have worked using Cisco’s
reusable learning object strategy. Using this approach will be of enormous benefit in
developing this curriculum into the format necessary for the required output and future
reuse.
Developing under this strategy will involve:
• Dividing the content into standalone RLOs
• Writing learning objectives per RLO to correspond with the requirements of the RLO

strategy
• Breakdown of the RLO into logical, discrete RIOs, each of which should have one

learning objective
• Identifying each RLO/RIO as Fact, Principle, Process, etc
• Scripting the content
• Creating assessment items to ensure that the student is adequately tested on

his/her mastery of each learning objective

Please see Appendix D – Sample Instructor Guide, as a sample of our ability with
Cisco’s RLO strategy.

Buyer – Standardization & Basic Electricity

In both Buyer projects Standardization and Basic Electricity. The content was re-
structured into RLO/RIO format and then created and assembled in Evolution.

Vendor, February 11 20xx

Confidential Page 41 of 61

Appendix A – About Vendor
Vendor is headquartered in Dublin, Ireland with international operations headquartered
in New York, and regional offices in Texas, Connecticut, and California. Established in
Dublin in 1993, Vendor employs approximately 70 full-time staff.

We specialize in the development of interactive training solutions for financial and
telecommunications companies across a diverse spectrum of training subject areas
including HR, systems, technologies, products, and sales & marketing.

Our end-customers are truly global. We have multiple customers in the USA, Europe,
South America, and the Far East. This has gained us considerable experience in
communicating and working with clients globally. It has also helped us to develop
expertise in providing localized solutions for clients in diverse cultural markets.

In April 2004, we received a 2003 Buyer Supplier Excellence Award for outstanding
effort and achievement in demonstrating performance excellence. The award honors
Vendor for its commitment to excellence and dedication to developing customized
eLearning solutions for Buyer. Vendor is the first eLearning vendor to win a Buyer
Supplier Excellence Award.

Some of our Clients and Partners include:

Vendor, February 11 20xx

Confidential Page 42 of 61

Client Quotes

“Vendor is consistently Buyer’s best course development vendor for web-based
training. They know their business, consistently developing courses that meet our
requirements and exceed our expectations”.
[Tom Olney, Manager Buyer HR Technology – Advanced Learning Solutions]

“Outstanding Work! The Whole Team in Ireland Really Impress Me. I Love Your
Attention to Detail, Technical Writing, Follow-up, Quality of the WBT, and Most of
All, Your Patience and Teamwork. Thank You Again and Again”.
[Kristy Brindle, Senior Content Specialist, Buyer]

“I have considerable experience both working as a developer, and as a customer
to developers. I have never experienced this level of accurate responsiveness
before…. The program looks REALLY good, and I’m very excited….The whole
project was a delight!”
[Bill Clark, Lucent Technologies]

“I am so impressed with how much work everyone at IS got done in such a short
time. This really made my job easier. “
[Jennifer Eichorn, Project Manager AWAS, Buyer National Operations]

“We held our first Facilitated BZT class this week. I am pleased to report that the
class was a great success… Both the students and Facilitators were greatly
impressed and the class was rated extremely high overall… Please thank all those
who have worked so hard and diligently on BZT… Thank you, it was a joy
Facilitating BZT this week.”
[Russ Hanson, Project Manager, Buyer]

“…I am extremely impressed! Some of the benefits that I see are: Length of
time…just long enough to cover info, but not too long to lose
attention…Presentation of content explained in an easy-to-understand
manner…Interacts with the user…”what would you do” customer scenarios are
great…Technical illustrations…great visuals of technical explanations.”
[Lisa Furey, Cingular Wireless Learning Services]

Vendor, February 11 20xx

Confidential Page 43 of 61

Client References

Diane Melchione
Project Manager – Business Training
Buyer Workforce Development
MetroTech #7
Brooklyn
New York, NY
Phone: 718-260-1388
diane.melchione@Buyer.com

Bob Hurd
Development Manager Network
Services
Buyer Workforce Development
MetroTech #7
Brooklyn
New York, NY
robert.p.hurd@Buyer.com

Tom Olney
eLearning Strategist
Buyer HR Technology
12470 Telecom Drive, Temple Terrace,
FL 33637
Phone: 813 978-5297
Tom.olney@Buyer.com

Corinne Dapice
Director, AM Training
Cisco WWSFD
170 West Tasman Drive
San Jose, CA
Phone: 408-526-4000
cdapice@cisco.com

Joe Ilvento
Director Staffing and Online Learning
Programs
Citigroup Corporate Center
425 Park Ave, 3rd Floor
New York, NY 10022
Phone: 212-559-8478
Fax: 212-793-1428
ilventoj@citigroup.com

Scott Gaines
Global Director Nokia Academy
6000 Connection Drive
Irving, TX 75039
Phone: 214-228-2645
scott.gaines@nokia.com

mailto:Elliot.Rosenberg@cingular.com

mailto:robert.p.hurd@verizon.com

mailto:Tom.olney@verizon.com

mailto:cdapice@cisco.com

mailto:ilventoj@citigroup.com

mailto:ilventoj@citigroup.com

Vendor, February 11 20xx

Confidential Page 44 of 61

Appendix B – Quality Assurance

“Quality is never an accident; it is always the result of high intention, sincere effort, intelligent
direction, and skilful execution; it represents the wise choice of many alternatives”.

William A Foster

All stages in our development process involve quality assurance. At each stage, we
utilize quality definitions and checklists. Every item produced is checked firstly by the
person who created it and then by at least one other person (typically a senior or lead
developer). In this way, we constantly review the work as we progress, and ensure that
we remain on track with the approved structure, design, and functionality of the course.
This results in the development and delivery of high-quality training that will meet the
educational needs of the user and will cover all of the learning objectives.

We believe that quality can be viewed on many levels:

Functional quality for WBT materials

The WBT should not contain any functional errors or bugs. The responsibility for
this lies initially with the programmers on our development teams and rests finally
with our software-testing department.

Editorial quality for paper-based materials

The paper-based materials should not contain any grammatical, punctuation or
spelling errors. The responsibility for this lies initially with the instructional
designers on our development teams and rests finally with our editing department.

Aesthetic quality

This is primarily concerned with the look-and-feel of the materials. The materials
should be aesthetically pleasing, visually attractive, and should ‘feel’ good to the
end-user. Responsibility here lies primarily with our graphic designers for the
visual impact. However, aesthetic quality can be somewhat subjective.

Content quality

A perfectly functional and aesthetically pleasing course is no good without
accurate content. Our instructional designers will work with the SMEs to structure
and format the content. Our instructional designers are initially responsible for
ensuring content quality in the scripts/storyboards. The client SMEs are
responsible for ensuring that they review the materials for content accuracy.

Learning quality

This is where the art of instructional design comes into play. The courseware
should ensure knowledge and skill transfer to the learner. Our instructional
designers are experts in designing engaging content and it is their responsibility to
ensure that users learn from the courseware.

Vendor, February 11 20xx

Confidential Page 45 of 61

The Importance of QA

Vendor is fully committed to producing the highest quality courses possible, and fully
recognize the importance of having QA processes equal to, or exceeding, industry best
practice. QA is also understood to be, and carried out as, a continuous activity over the
entire course development life cycle.

Our Approach

Quality Assurance is the process of monitoring and improving all activities
associated with course development, and incorporates the entire course
development process.

The objective is to ensure that any agreed-upon procedures are followed and to
make certain that problems are found and dealt with, at the earliest possible stage.

Quality Assurance and development of a course are parallel activities. QA is
‘preventative’ in that it aims to ensure quality in the methods & processes – and
therefore reduce the possible prevalence of errors. Testing, though an integral part
of QA, is primarily a ‘detection’ process.

Overall, the approach to QA in Vendor consists of two main aspects – content
quality assurance, and software quality assurance.

Complete QA includes reviews of the development methods and standards, reviews
of all the documentation (not just for standardization but for verification and clarity of
the contents also). Quality Assurance processes also include code validation.

Vendor, February 11 20xx

Confidential Page 46 of 61

Content Quality Assurance

The key objective of the Content Quality Assurance aspect is to validate that the course
produced performs what it is designed to do – teach.

In practice, this means ensuring that the course design, operation and content
combines to provide the optimal learning experience for the student, and the
responsibility is split between the Vendor Project Manager, the Subject Matter Experts
(who provide the learning content), and the Instructional Design personnel (who
prepare the Instructional Design Specifications).

Software Quality Assurance

SQA is the verification of the software for conformance and consistency with an
associated specification – in short, verification asks the question: does the course
behave the right way?

This is achieved by testing the software under controlled conditions, to verify that it
behaves as expected, and to detect any discrepancies or variances.

The definition of testing according to the ANSI/IEEE 1059 Standard is that testing is the
process of analyzing a software item to detect the differences between existing and
required conditions (that is defects/errors/bugs) and to evaluate the features of the
software item.

Overall, the purpose of testing is verification, validation, and error detection in order to
find problems – and the purpose of finding those problems is to get them fixed.

Vendor, February 11 20xx

Confidential Page 47 of 61

Appendix C – LMS integration and AICC/SCORM expertise
We have successfully developed eLearning courseware for many global clients that
integrates with many different Learner Management and Learner Content Management
Systems including:

We create our courseware to be LMS platform independent. It is created in accordance
with either AICC or ADL guidelines for SCORM 1.1 or 1.2. We test it using the ADL
SCORM-conformance toolset.

Our programmers are extremely well versed in working to these industry standards; in
fact, one client, Buyer, now require other vendors to build software in accordance with a
SCORM-based model co-developed by Vendor and Buyer, as they consider us their
foremost SCORM-compliant vendor.

“Excellent work! You are the first content vendor I have seen to successfully
get AICC courses to launch in Saba 3.3.1 with the 4 AICC Course Structure
files. This is very good news for us and open up our ability to launch courses
in Saba 3.3.1, instead of us waiting for Saba 3.4”.

[Matt Jensen, SABA Integration Specialist, Lucent Technologies]

Vendor, February 11 20xx

Confidential Page 48 of 61

Adherence to these standards help Vendor to develop “plug and play” courseware.
Courses can be installed on the client LMS/LCLMS with minimal configuration and
installation overhead. We are extremely confident that we can offer the same level of
compliance for the Buyer Corporate Security 2 Go curricula regardless of the
development platform/implementation.

“Just wanted to say thanks for all the hard work you guys are doing. TOP
NOTCH! The API is progressing very well and provides flexibility (custom
menus) not seen in other Learning Management Systems (LMS) on the
market”.

(Buyer Workforce Development, e-Learning Strategist)

Vendor, February 11 20xx

Confidential Page 49 of 61

Appendix D – Sample Instructor Guide
Buyer – Standardization
In the Buyer Standardization courses, the Instructor Guides were using the RLO/RIO
strategy. The guides include lesson plans, objective lists, notes on class activities, and
questions.

Instructor Guide—Lesson Overview page

Vendor, February 11 20xx

Confidential Page 50 of 61

Appendix E – Sample Participant Workbook
American Express – New hire Corporate Services Training
Part of the training delivery for American Express was a series of workbooks. These
workbooks aided learners in self-study and acted as a reference tool for new hires.

Participant Workbook – Title and exercise page

Vendor, February 11 20xx

Confidential Page 51 of 61

Appendix F – Sample Job Aid
Buyer – WebAWAS
The printable and easily referenced Job Aids included in Buyer WebAWAS course
allows learners to have a set of pages on their desk while they work or can access
them from their PC.

Job Aids – Software systems and customer service examples

Vendor, February 11 20xx

Confidential Page 52 of 61

Appendix G – Sample ILT (PowerPoint)
MARS – LEaD Program
This set of PowerPoint slides was created for ILT for finance staff on a new Mars
initiative. This highly visual presentation includes embedded animations. All slides are
accompanied with instructor notes.

PowerPoint – Content screens

Vendor, February 11 20xx

Confidential Page 53 of 61

Appendix H – Instructors

THOMAS R. THOMAS

Proven track record in the design, implementation, and delivery of training programs
that demystify the complex world of networking for telecommunications professionals.
An experienced course developer and presenter with extensive depth and breadth of
knowledge in both technology trends and business issues.

Work Experience

YANKEE CONSULTING, Underhill, VT 2002 to present
A consultancy specializing in development of materials for telecommunications
equipment manufactures and service providers. Recent projects include development
of white papers on IP solutions for a leading equipment manufacturer and the delivery
of next generation optical system training for a service provider.
HILL ASSOCIATES, INC., Colchester, VT 1984 to 2002
A company specializing in the development and delivery of training programs for
employees of telecommunications service providers and equipment manufacturers.
Retired as Vice President of Technical Operations and a Senior Member of Technical
Staff.
As VP of Technical Operations, was responsible for managing the course delivery and
develop components of the company, along with the infrastructure necessary to support
these functions.
Oversight Responsibility for:

• The delivery functions (particularly instructors) that pertain to our traditional
lecture-oriented courses and our hands-on workshops

• The e-learning initiatives, which include the E-Learning Virtual Community (EVC)
and our e-learning courseware products

• The course development capabilities that supports all of our courseware, for all
delivery modes

• The publishing group, which is responsible for producing the student materials
for all of our platforms

• The IT group, which supports the e-learning platforms, in addition to the general
IT requirements for the corporation

As a Senior Member of Technical Staff, provided classroom delivery for various
technical specialties. Also developed new course materials and updated existing
materials for which a subject matter expert.
The table below indicates many of the topics of courses developed and/or delivered, all
in a corporate education environment.

Vendor, February 11 20xx

Confidential Page 54 of 61

Courses/Topics Taught Course
Development

Basic Data Communications x
Network Management Systems x
T-carrier Systems x
ISDN
Signaling System 7 and AIN
TCP/IP and the Internet
Protocols

x

Frame Relay x
ATM x
Telephony
SONET x
SNA
DSL (Business and Consumer) x
VPNs (including MPLS) x
IP Telephony and VoIP x
Fiber Optic Systems x
Optical Networking/DWDM x
Broadband Distribution Systems x
Disaster Recovery Planning
Synthesis Casework x

Spent several years as a “contract employee” with Bell Laboratories developing and
teaching courses on the UNIX® Real Time Reliable operating systema system that
was used in all 5ESS, 4ESS, 1A/1B, STP, and SCP switches. The two courses were a
three-day overview, and a five-day, hands-on application development course.
While under contract to Bell Northern Research developed and delivered two courses
that were offered to Sprint (United Telephone). Both courses were five-day, hands-on,
computer-based courses. One course was for the Feeder Route Design Tool, an
outside plant planning tool; the second was for the Local Switch and Remote Design
Tool, a central office switch design tool.

YANKEE COMPUTER SYSTEMS, Winooski, VT 1982-1985
Founder and President. YCS was a reseller of microcomputer systems that offered
systems integration design and support to small and medium businesses. The
company also operated a discount retail storefront for computer peripheral devices,
software, and supplies.

THE UNIVERSITY OF VERMONT, Burlington, VT 1967-1982

Director of University Computing Services 1/75-9/82

Responsible for the centralized computing activities for the University, which
included support of all academic requirements (e.g., classroom and research needs)
and administrative systems (i.e., admissions, registration, financial, etc.)

Vendor, February 11 20xx

Confidential Page 55 of 61

DENNIS MILLER

Education

Mr. Miller holds a B.S. degree from Florida International University with studies in
Marine Geology and Physics. He also has completed significant post-graduate studies
in the fields of Sciences and Technologies.

Professional Experience

Mr. Miller has more than 26 years of experience in Sales, Marketing, Management and
Technology Training. His career assignments have provided a base spanning all
segments of the industry and customer environments. Representative project
experiences include:

 For Bellsouth, delivery of basic and advanced courseware on both Voice
and the Data environment in general, focusing on applications and
solutions using product suites. Targeted audiences are sales
professionals and technical sales support.

 For Bellsouth, delivery of product and service training for all data and
voice products marketed. This includes regulated as well as non-
regulated products and services. Audience included operations and
network installation personnel.

 For Bellsouth, the design and delivery of curricula for third party agent &
distribution channels. Audience Included sales and Operations personnel

 For Bellsouth, delivered courseware over a variety of media from web
based interactive, web based non-interactive, CD-ROM Based,
Educational Network (EDNET-TV) based, and Instructor led.

 For Bellsouth, the architecture, design of materials and the initialization of
the new (2003) Voice and Data training curriculum for Large Business
Sales Organization.

 For Bellsouth, the creation of multiple ‘Blended’ alternative solutions for
performance improvement of Sales and Technical Professionals using
web based and instructor led methods for maximum effectiveness and
efficiencies.

 For Bellsouth, field experience in end user sales, personnel management,
and technical / engineering support

 For SBC, delivery of sales training to enterprise sales organization

 For Bellsouth and SBC delivery of Burton Sales Training Process

Vendor, February 11 20xx

Confidential Page 56 of 61

Prior Experience

Prior to forming D.E. Miller & Associates Inc, Mr. Miller was with Bellsouth for 24 years
and held a variety of positions in customer facing organizations including Customer
Care, Sales and Marketing, Special Services Operations and Corporate Human
Resources. Mr. Miller is a professional musician and a commercial rated pilot.

Vendor, February 11 20xx

Confidential Page 57 of 61

RICHARD N. PECOR

R. N. Pecor Consulting Jan. 2002 to Present

♦Specializing in the development and delivery of telecommunications training and

consulting services to all facets of the industry.
♦Expertise in Voice and Data Switching, Network and Outside Plant Engineering

operations available on a consulting, part time or full time basis including design,
implementation and project management functions.

♦Adjunct Faculty – Voice & Data Communications, Champlain College of Burlington,
Vermont.

♦Communications Project Manager – Town of Colchester, Vermont.

Sr. Member of Technical Staff
Hill Associates Inc. Nov. 1995 to Dec. 2001

♦Deliver a variety of Data Communications and Telecommunications courses to

employees of major equipment manufacturers, (Motorola, ADC Corp., Alcatel,
Fujitsu, Lucent), Incumbent Local Exchange Carriers (Qwest, Bellsouth, Buyer,
SBC), and Interexchange Carriers (Sprint, Global Crossing, AT&T).

♦Specialize in all facets of Telephony circuit-switched operations; History, Regulation,
Local Loop and Trunking, Switching and Transmission, SONET, DWDM, Digital
Loop Carrier systems, Wireless LAN, Cellular Telephony, Cable Modem and Digital
Subscriber Line (DSL) technology.

♦Develop and conduct lecture and hands-on Packet Switching courses including Local
Area Networks, Ethernet & Token Ring, switched LANs, bridging and routing. WAN
technologies include X.25, Frame relay, ATM, TCP/IP and the Internet including
VOIP, VPN and MPLS strategies.

Outside Plant Engineer
NYNEX Inc. (Now Buyer) June 1990 to Nov. 1995

♦Responsible for telecommunications infrastructure in the Central Vermont area,

including the State of Vermont account, NYNEX’s largest customer in Vermont.
♦Design, order and oversee the construction of all additions to the network, customer

premises, aerial and underground facilities, both copper DLC and fiber optic SONET
based technologies.

♦Prepare RFQ’s and detailed site drawings for contractors, solicit bids and participate
in the bid selection process for awarding contracts.

Manager, Greater Burlington, Vt. Switching Cluster
NYNEX Inc. (Now Buyer) May 1985 to June 1990

♦Responsible for the direct technical services of 125,000 line 5ESS/ 1AESS/ 2BESS

switching cluster, greater Burlington, Vt. Area and NW area of the State.

Vendor, February 11 20xx

Confidential Page 58 of 61

♦Supervised, scheduled and managed the deployment of switching technicians
throughout the area.

♦Organized and coordinated major growth and retrofit projects in all three above
mentioned switching technologies. Oversaw construction of the present 5ESS host
switcher and the eventual conversion of the entire cluster in 1990 to an all 5ESS
environment.

Central Office Technician 5ESS, 1AESS, 2BESS, SXS 1973 to 1985
Installation-Repair Technician 1969 to 1973
New England Telephone / NYNEX Inc.

Educational History
♦B.S. in Human Resource Development and Telecommunications Training
Trinity College of Vermont – 1998
♦Bell System and Hill Associates certifications.

Vendor, February 11 20xx

Confidential Page 59 of 61

JEANNE FERREIRA

Jeanne opened her consulting business ComFerTech in July 1994. Her area of focus
is telephony including T-Carrier, Packet Services, ATM, Frame Relay, ISDN, DSL
Technologies and SONET.

Jeanne has demonstrated strength is in Leader-led instruction, needs analysis and
development of training for Sales and Marketing. Prior to opening her business she
was responsible development and management and instruction of many programs for
Account Executives.

Experience:
Pacific Bell, various positions including Sales, Database Development and Training.

Robert Hicks Associates, training various clients in team building and interpersonal
communication skills

Las Lomas High School, training leadership development to high school students,
facilitating meetings, and coaching students in leadership, fundraising and community
service

Education:
BA, College of the Holy Names, Oakland California
Post Graduate Study, University of California, Berkeley, California
MBA, University of San Francisco, San Francisco, California

Other Training:
Sales Training, Pacific Bell
BSCTE, Bell System
Instructor Certification, Pacific Bell
Instructor Certification, Hill Associates
InfoTech, Hill Associates
Instructor Certification, Robert Hicks Associates

Vendor, February 11 20xx

Confidential Page 60 of 61

JAMES A. JONES

Summary

A strong background in telecommunications implementation and implementation project
management.
Very effective oral and written presentation skills.
Extensive experience in implementation tool development.
Technical skills run the gamut through Frame Relay, Fiber Optics, SONET, DWDM,
TCP/IP and ATM technologies.

Experience

November 2001-Present
Jones-Swift Consulting Owner Palm Coast, FL
Provided consulting and training services for telecommunications and information
management systems. Developed and delivered systems training for a variety of
telecommunications and management system clients.

May 1998 – November 2001
Hill Associates, Inc. Member, Technical Staff Colchester, VT
Provided training on various emerging telecommunications technologies. As a member
of the technical staff of Hill Associates, developed and delivered IT &
telecommunications training in a classroom environment. Students were employees of
all major telecommunications companies, e.g., Buyer, SBC, Sprint, etc. Consistently
received maximum student evaluation scores.

Jan 1995 to May 1998
Bell Atlantic (subsequently Buyer) Senior Sales Manager Valhalla, NY
Supervised a team of 12 to 15 account managers and support personnel. This team
consistently delivered in excess of $25 million in contract life revenue annually.
Managed multi-million dollar implementations of state-of-the-art products and services.
In many cases created the methods and implementation tools for subsequent
implementations. Exceeded sales quota in every year, while receiving awards for
highest customer satisfaction.

Oct 1988 to Dec 1994
Bell Atlantic (NYNEX) Senior Account Manager Valhalla, NY
Directed a sales and implementation team assigned to a single NYNEX customer.
Responsible for implementation of several new implementation and surveillance
systems designed to maximize the customer’s experience with NYNEX. Annually
delivered over $10 million in contract life revenue. Achieved Chairman’s Club status in
two of four years denoting top salesperson in the Corporation.

Centex Telemanagement Branch Manager New York, NY

Vendor, February 11 20xx

Confidential Page 61 of 61

Initiated the New York branch for California-based Digital Centrex reseller. Established
all new order taking tools and systems designed for fault-free implementations. Built a
business base from zero employees and revenue to $4 Million per year in 22 months.

AT&T Various Assignments New York, NY
Held a series of increasingly complex assignments in several areas of the Bell System.
Experience included Advanced Information Systems, Consumers Products, Cellular
Systems Sales and Long Lines. Consistently exceeded objectives in a year in year out
basis.

Education

Iona College. New Rochelle, NY
BBA Marketing Major, Economics Minor

Graduate work in Computer Science, Hagen School of Business, Iona College, New
Rochelle, NY

Executive Summary
Section 1 – Project Plan
Target Audience
Course architecture
Development tools and technologies
ILT portions of the Curricula
WBT portions of the Curricula
Video portions of the Curricula
WebClass portions of the Curricula
Development Process
Kick-off Meeting
The purpose of the kick off meeting, which involves personnel from Buyer, Vendor and Hill Associates, is to agree the project plan, schedule, communications structure, procedures, etc. It is also a forum for Buyer SMEs and Instructional Designers fro…
Task Analysis
Content outline creation
Our Instructional Designers will divide the content into RLOs and determine whether each existing ILT lesson can serve as a standalone RLO or needs to be restructured into two or more RLOs. They will determine the instructional strategy to use per RL…
Preparation of First Draft of RLOs
Instructional Designers will prepare the text for the RLOs. The tasks that the Instructional Designer will have to undertake include:
Preparation of second draft of RLOs
Finalization of RLOs for Pilot
Effective Communication
Working with Subject Matter Experts (SMEs)
Delivery Schedule
Section 2 – Design Approach
Suggested Durations for the Curricula
Suggested Approach
Webclass

Section 3 – Cost Data
Project Investment
Project Assumptions
Warranty and Maintenance Plan
Warranty
Maintenance Plan

Section 4 – Development Resources
Proposed Key Resources
Section 5 – Resources Buyer will need to provide
Section 6A – Related Experience with this type of development
Buyer – CoFEE Repair
Buyer – National Market Centers Directory Listings (NMC)
Buyer – Common Time & Labor System (CTLR)
Buyer – WebIFAS
Buyer – Business Zone Technician
Buyer – Attendance Blended-eLearning
Section 6B – ID expertise with courseware of this caliber
Buyer – Consumer Redesign
Cingular – Wireless Technologies Fundamentals
Buyer – WebAWAS System New Hire & Conversion eLearning
Section 6C – Experience working on projects of this magnitude
Lucent Technologies
Buyer – Standardization
SkillSoft
Section 6D – RLO/RIO experience
Cisco’s Reusable Learning Object (RLO) methodology
Buyer – Standardization & Basic Electricity
Appendix A – About Vendor
Appendix B – Quality Assurance
Functional quality for WBT materials
Editorial quality for paper-based materials
Aesthetic quality
Content quality
Learning quality
Our Approach
Appendix C – LMS integration and AICC/SCORM expertise
Appendix D – Sample Instructor Guide
Appendix E – Sample Participant Workbook
Appendix F – Sample Job Aid
Appendix G – Sample ILT (PowerPoint)
Appendix H – Instructors
DENNIS MILLER
JEANNE FERREIRA