Derrick Blackwell-Hunt

02 / Selected work

Organizing international market research into a usable GTM process.

The work covered market intelligence, account research, decision roles, outreach tests, channel planning, and commercial handover for an education-technology product.

GTM · Strategy & OperationsOriginal diagrams · Aggregate counts only

The operating question

What information is needed to choose a market and reach the right people?

A prospect list cannot answer that question on its own. I connected market research, account structure, decision roles, message tests, follow-up, and handover.

Fig. 01

International GTM process

Choose where focus is justified.

Original reconstruction using aggregate counts. No real accounts, contacts, messages, or pipeline states are shown.

How I approached the work

Understand → Structure → Execute → Improve

01

Understand

Learn who is involved, what they need, and what limits the work.

02

Structure

Define the model, workflow, requirements, or plan.

03

Execute

Build the process, product, controls, and communication needed to deliver.

04

Improve

Test the result, use feedback, and fix what does not work.

Create structure

A source of truth before a sales motion.

The first move was to define what an account record needed to explain: institution type, market context, likely decision roles, fit signals, evidence quality, interaction state, and next action. Public counts are aggregate; the underlying schema and records remain private.

Fig. 02

Reconstructed account model

ContextMarket and institution type
FitCurriculum and product-use signals
PeopleGeneric decision roles
MotionInteraction state and next action
Fictional example categories. Values, institutions, fields that reveal proprietary logic, and counterparties are omitted.
84school records in the reviewed workbook
121contact records
44fields in the school-market schema

Execute

Connect the market, decision-maker, and outreach plan.

The operating model connects segmentation to the needs of generic decision roles, then tests the message through the right channel. It treats response, learning, and next action as part of the same system.

Fig. 03

Persona-to-motion matrix

Role
Need to understand
Motion implication
Academic leadPedagogy and curriculum fitEvidence-led demonstrationTechnology leadImplementation and device contextTechnical validationSchool leaderAdoption, value, and operating fitDecision-oriented follow-up
Paraphrased needs and generic roles; no original message body or identifiable record is reproduced.
900archived message rows, Feb. 19–Apr. 29, 2026
15U.S. email-template entries reviewed
11phone-script components reviewed

Improve

A 90-day channel experiment with decision rules.

The homeschool strategy was a plan, not a record of traction. Each of the three channels served a different learning purpose, with clear decisions to expand, continue, revise, or pause.

Fig. 04

Three-channel experiment

RoleCredibility and concentrated access
RiskLonger partnership cycles
90-day testTest qualified introductions and member relevance
Plan architecture only. No realized conversion, CAC, revenue, or institution-level outcome is implied.
  1. Weeks 1–2Frame

    Define audience, proposition, measures, and safeguards.

  2. Weeks 3–5Test

    Run small, distinct channel tests.

  3. Weeks 6–9Learn

    Compare signal quality across the funnel.

  4. Weeks 10–13Decide

    Scale, continue, revise, or pause.

Continuity

Commercial work becomes durable when its logic survives the handoff.

I organized the research, demo logic, CRM states, messaging principles, and operating recommendations so the next person could continue the work.

Next / from market systems to regulated operations

U.S. Senate