proposal

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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

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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

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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.

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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.

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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)

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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.

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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.

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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

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• 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.

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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.

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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.

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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.

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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)

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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.

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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.

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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.

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Sample: Participant’s Guide

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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

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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.

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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

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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.

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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.

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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

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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.

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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

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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.

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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

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• 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.)

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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.

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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.

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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

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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.

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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

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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.

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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

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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.

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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.

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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.

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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.

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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:

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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]

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Client References

Diane Melchione Project Manager – Business Training Buyer Workforce Development MetroTech #7 Brooklyn New York, NY Phone: 718-260-1388 [email protected]

Bob Hurd Development Manager Network Services Buyer Workforce Development MetroTech #7 Brooklyn New York, NY [email protected]

Tom Olney eLearning Strategist Buyer HR Technology 12470 Telecom Drive, Temple Terrace, FL 33637 Phone: 813 978-5297 [email protected]

Corinne Dapice Director, AM Training Cisco WWSFD 170 West Tasman Drive San Jose, CA Phone: 408-526-4000 [email protected]

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 [email protected]

Scott Gaines Global Director Nokia Academy 6000 Connection Drive Irving, TX 75039 Phone: 214-228-2645 [email protected]

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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.

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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.

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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.

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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]

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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)

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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

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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

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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

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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

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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.

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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.)

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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

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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.

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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.

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♦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.

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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

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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

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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