Articles/Publications
Lessons Learned Taking Client's Perspective
By Judith Nitsch, PE
Editor's note: …In the following article, she [Judith Nitsch] writes about what she learned in the role of client when she helped her alma mater choose an architect for a recent project.
As a consulting civil engineer who does a substantial amount of work for architects in the education market, I am also chair of the board of trustees' physical facilities committee at my alma mater, Worcester Polytechnic Institute (WPI), in Worcester, Mass. A tempest in a teapot brewed at my second meeting as chair: the students wanted the board and the administration to finally do something about the campus center that had been discussed on and off for more than 90 years. We agreed in February 1997 to select an architect by July 1.
One of my goals was to have a true qualifications-based selection (QBS) with an architect selection process that was more than a "Miss Congeniality" contest. This was a high-profile project that would affect all campus constituents: undergraduates, graduate students, the administration, faculty, alumni, and even the business community. We developed a very thoughtful, methodical process to pick the right firm. This article summarizes my impressions on the responses from architects invited to submit qualifications.
The College and the Project
WPI has 2,700 undergraduates in engineering, science and the humanities, and 1,000 graduate students. The college is ranked #48 on U.S. News & World Report's list of national universities (Harvard's category). To determine the design parameters for our facility, the college established a campus center committee to research the programmatic elements, visit other facilities, and obtain consensus among various campus constituents. Through this process, the location of the facility was pinpointed: the Alumni Gymnasium, a 1920s brick building on the National Register of Historic Places with $4 million in deferred maintenance. The gym was linked to the 1960s Harrington Auditorium with a utilitarian connector. The project was to renovate Alumni Gym into the Campus Center, partially renovate Harrington Auditorium and the connector, and add a gymnasium and pool. We wanted an architect with experience in student centers, historic preservation, and athletic facilities.
The Request for Qualifications (RFQ)
We invited about 20 firms to submit their qualifications. Included in the RFQ package were existing floor plans, the preliminary program, a campus plan, and the list of firms invited to respond, so that everyone could know their competition. I first prepared a list of firms with whom the college had successfully worked in the past and firms that I knew had this experience — many were clients of mine. (LESSON: Be nice to your subconsultants — you never know when they may turn up on a selection committee or be in a position to refer your firm!)
I also reviewed the firm descriptions in the Boston Society of Architects' directory to see who had experience designing student centers. (LESSON: Be sure the areas of expertise you list in industry publications include ALL of your areas of practice.)
Finally, we included two firms whose experience in campus centers had been written about in the Wall Street Journal. (LESSON: Those press relationships really do help you get project opportunities.)
The Qualifications Submittals
Firms were asked to submit two packages: one to the director of the physical plant and one to me as chair. In addition to the two of us, the dean of students and the physical facilities committee vice chair reviewed the packages. They were due at the close of business on a Friday. One package came via Federal Express on Thursday. (LESSON: I know how hard it is to get these done on time — I was impressed that this firm's came in early.) Another package was delivered to my office at 9 p.m. on Friday evening. (LESSON: I know how hard it is to get these in on time, but that didn't leave a good first impression.)
We judged the packages on how the firm and the project manager's experience measured up to our need for experience in student centers, historic preservation and athletic facilities. Some firms did not even note their experience in one or two of those areas! (LESSON: Don't put your marketing staff through the drill of preparing qualifications if your firm is not well positioned, you do not have a qualified PM, or you can't do an adequate job of responding.) one cover letter was addressed to me personally — but the ending paragraph began with "John, we really want to work with you on this project…" The personal touch was immediately reversed! (LESSON: Proofread everything twice!)
We offered all firms the opportunity to visit the campus and meet with the dean of students and the director of the physical plant of facilities. On the shortlisting check list I developed for comparing the firms, I gave points for all those who made an effort to visit the campus, meet with us, see the facility, and better understand our needs. During the debriefing of one firm, I learned the firm had visited the campus but hadn't mentioned it in their submittal. (LESSON: In your submission, tell me everything you did to learn about my project.)
The most wonderful response we received was from a firm that declined the opportunity to submit on the project. Their gracious thank you for the opportunity was sincere ("Although we are extremely interested in providing design services for this project, we do not have recent student center experience. As such, we have concluded that we should respectfully decline your invitation to submit our credentials for this project…You might be interested in knowing that over the last four decades, educational work has been a mainstay of our firm's portfolio…") and included a paragraph describing their extensive university classroom, laboratory, and dormitory experience. I will invite them to submit on our next project! On the other hand, I phoned a firm after reviewing its BSA description to verify the firm's experience and interest in our project. The firm had never worked for WPI in the past and I did not know them through my business, either. After a delightful conversation with an associate who assured me that they were qualified and interested, we never heard from them after sending them the RFQ. I won't invite them to submit again. (LESSON: Like Mom always said, good manners make a good impression. Say "thanks but no thanks" if that's the case.)
Another firm included a list of "Current Trends" in campus centers in its response. We were quite impressed with this important information that we hadn't asked for. They gave us all we asked for and then added a little something extra that the others didn't. (LESSON: Adding some information of value to the client goes a long way.)
The Interviews
The interview format was a 30-minute presentation followed by a 30-minute question-and-answer period. I told my committee to watch their times — after all, if they had to present to a campus group, we wanted to be sure the architect could adhere to our timeline. One firm's presentation was 45 minutes long! One principal was always interrupting to 'help" the PM during the interview. I had warned my committee that we weren't going to see the principal very often after the interview and seeing how the PM performed in the interview would be a good indication of how he/she would act in a public meeting with the various campus constituents. We didn't get that opportunity because of the principal. (LESSON: Have the PM run the interview so we get a chance to 'know' him or her.)
We asked each shortlisted firm to submit another copy of their initial submission so each member of the selection committee could review their qualifications ahead of time. One firm changed its staffing plan but the cover of its qualifications looked exactly like the earlier one I read. I didn't realize they had changed their staffing assignments until I asked a question about it in the interview. (LESSON: Clients realize that project and staffing needs change, but tell me what you're doing and don't submit revised information without a revised date on the cover.)
Firm Debriefings
After we shortlisted three firms, I offered to debrief any of the firms not selected who requested feedback. One firm spent the entire debriefing time telling me how we didn't read his submission properly. (LESSON: Your time at a debriefing is better spent listening — it's too late to convince me to select you.) One principal couldn't understand why his PM got few points on his relevant experience. Although I understood that his very experienced PM probably could do the project even though he had never done that type of project in the past, our committee decided that we preferred to select a firm that had all three project elements covered in both the PM's and the firm's backgrounds.
After completing the three interviews, we selected the winning firm, and I offered to debrief the other two firms. Both came in for feedback on their presentations, handouts, slides, boards, etc. Two firms sent their PMs in for debriefings and then sent their marketing managers to review other submissions and get additional feedback. I was happy to meet with them both times: after all, I knew they would be interested in different aspects of the selections. (LESSON: If you need additional feedback or think someone else from your firm would benefit from a debriefing, ask for another.)
Lessons for Me as a Principal
One of the most valuable lessons I learned in this process is how difficult it is for a selection committee to plow through 14 qualifications packages in a thorough manner. I really tried, but it took a lot of time. The better organized submissions — with page numbers, tabs, and packages structured just as the RFQ requested — helped me psychologically want to choose them. Those firms who put themselves in my shoes did a better job. The best qualification, however, is to be qualified for the project and interested in helping your client solve his or her problems.
Additionally, the winning firm captured the essence of what a campus center really is — a big living room with a food court similar to one at a shopping mall. Using that analogy helped them win the job. They understood what we wanted to provide our students — who are our clients.
Published in the Professional Services Management Association newsletter Ascent, November/December 1997