Vendor, February 11 20xx Confidential .docx

Vendor, February 11 20xx
Confidential Page 1 of 61
Proposal for
FTTP / COFEE National Training Project
Date: February 11, 20xx
Prepared by
xxxx, Chief Operations Officer
xxxx, Head of Instructional Design
xxxx, Business Development Manager
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
...................................................................................... 2 2
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

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.
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.
Section 1 – Project Plan
Target Audience
The target audience for this project is as follows:
Retail
-Lingual Sales & Service Center (MSSC)
r (SSC-VOL)

rns Center
Business
Solution
s Centers (BSC)
-VOL)
rt and Response Center (SRC)

Finance
RMBC)
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.

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.

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
• 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.

This ensures that each RLO:
-RIO structure
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.

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:
-off meeting between Vendor’ Senior Project
Manager, lead instructional
designers and the Buyer Plus project team
and indicating any
potential risks to the project
members to discuss project
progress
-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.
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.

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:
done by e-mail
ftp
livery date, the Buyer reviewers
will need to commit to
very short turn-around times for all reviews.

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)

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.

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:
t 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.
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:
hedule
-based activities; role-plays; group activities; and
case studies

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.
Sample: Participant’s Guide

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
-mailed to learners
The Train-the-Trainer courses will cover how best to facilitate
an online training
session. Topics for consideration include:

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:
• 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
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.
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

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.
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.
Section 4 – Development Resources
For this initiative, our development teams will consist:
ct Managers

– 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

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.
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
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.
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
• 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.)
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.

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.
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

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.
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

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.

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

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.

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.
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.
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.
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:

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

Vendor, February 11 20xx Confidential .docx

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