How to Write an RFP for WBT
By Sheila Paxton, William H. Reilly, and Shawn Snelgrove

A checklist and system for evaluating the capabilities of online learning providers.

As you can see from the example above, people are struggling with how to write requests for proposal (RFPs) for Web-based training (WBT). Whether the need for WBT starts with an executive request to increase online learning capability, a budget demand to reduce training expenses, or a global training need, an RFP should help you find the best solution. Writing one shouldn't become a tedious research project.

So, what information do you really need to include?

Our company develops customized WBT for corporate universities, e-learning providers, and multinational organizations, and we're receiving an increasing number of RFPs. They fall into two main categories: the first describes a need to transfer instructor-led training (ILT) and video to WBT; the second identifies a problem and requests a solution.

Unfortunately, we're seeing a lack of understanding about how to write RFPs. Many are filled with buzzwords and don't provide a goal statement. Others are so filled with detailed and often contradictory technical requirements that it's hard to understand the real need. A well-written RFP will help you better evaluate the capabilities of WBT providers. We've learned a lot from responding to RFPs, and we'd like to share an easy and effective system for writing them.

Keep it simple. The goal of any RFP is to identify specifications, receive feedback, and collect information from vendors. Luckily, you don't have to know any technical acronyms to do this. What helps WBT providers most is identifying the specific goals you want to accomplish or the problem you need solved. Describe the outcome you're looking for, and ask vendors to recommend a solution.

Define your audience. We recently received an RFP from a large telecommunications company that wanted a high-tech WBT solution. Their RFP was great. The problem was that 45 percent of the employees who were supposed to receive the training had no Web access. Remember to define your employees' needs, the resources you have available, and the outcome you want.

Describe your IT system. Bandwidth often limits an organization's capacity to host complex WBT. Suppose you want video in your WBT. Even when the required bandwidth is available, the demands on the corporate network can be huge. In many cases, corporate IT and MIS departments may veto a full-video option. Describe your system and ask for recommendations on how to include the features you want. For example, new streaming technologies allow for video where appropriate, but for now, most organizations are better off using changing video stills linked with streaming audio that's been compressed to reduce bandwidth demand.

Don't dictate every step of the design process. There's a vast difference between instructional design for ILT and instructional design for WBT. If you hire a provider to convert your existing ILT to WBT, some of the ILT will have to be redesigned to take advantage of the unique capacities of online learning. In our courseware, for example, every piece of the curriculum is built around nugget-size learning objectives. That way, learners can explore and drill down into key concepts. They access what they want when they need it.

Organizations that send out RFPs with a step-by-step outline of how the product must be created will scare away good WBT providers, drive up the price of the bid, or--even worse--end up with WBT that's as interactive as turning pages in a book.

Keep your options open. An open-option RFP is a strategic approach that gives vendors the space to assess your needs and help you form a better understanding of all the factors that will influence your decision. At our company, for example, the options for WBT include customized case studies, 3-D modeling, multipath role plays and simulations, animation, high-end audio and graphics, streaming video, and high- and low-bandwidth delivery.

Good WBT providers will help you understand and rank selection parameters in order to customize a solution that meets your system requirements, time frame, and budget.

Develop targeted differentiators. Targeted differentiators are specific to your organization's needs and link directly to your decision-making criteria. They also provide criteria that can help you evaluate WBT providers. Without such differentiators, you might find yourself with 20 vendor candidates and no way to tell which one is right for the job. Here are some targeted differentiators you might add to your RFP.

• Speed. Ask for a provider that's extremely stingy with bandwidth. If you need streaming video and detailed animation, opt for computer-based training on CD-ROM because bandwidth is not an issue.
• Training design. Some companies simply transfer a workbook to the Web. Ask for examples of learner interaction. Does the company include simulated dialogues and role plays, or does it offer only true-and-false questions and case studies? What's the quality of the company's graphics? How easy is it for the learner to navigate the course?
• Flexibility and ease of use. For learning to occur online, participants need clear objectives, performance measurement options, flexible scheduling alternatives, and easy navigation. Ask for courseware that provides this. Make sure that it also helps learners search for content, find references, and print job aids easily.
• History and experience. The online learning world is a relatively new and fragmented market. Ask for specifics about the vendor's history and the experience of its employees. Does it have in-house consultants, instructional designers, graphic artists, programmers, and quality assurance people? Does the vendor have experience in ILT, computer-based training, and WBT so it can work with you to design the best mix? The mix of media and talent determines the effectiveness of the design; it's a recipe for online learning success.

Seek suppliers that help increase your understanding of new training techniques. Writing an RFP for WBT is all about asking the right questions to get to the right solutions. The process is as much an education process as it is a decision-making vehicle.

Published: April 2000