Appendix 1: Questionnaire
1. What makes Learning2match more special than other e-learning programs 2. What is the main reason for going abroad?
3. How can the British training market be defined
4. Are there companies involved in e-learning for contact centers, which recently begun operations in the UK or that threaten to begin operations in the UK?
5. What barriers are there in the British training market for contact centers for new entrants? (economies of scale, product differentiation, other cost advantages, government policies)
6. Is there a high level of rivalry in the British training market for contact centers?
(price cuttings, frequently introduction of new products, intense advertising campaigns and rapid competitive actions and reactions)
7. Blended learning is a partly a substitute for face-to-face training, are there other substitutes within this market
8. What suppliers do we need for the British training market for contact centers?
9. In what way can these suppliers influence our performance?
10. What kind of British buyers should we aim at with learning2match?
11. How can these buyers influence our performance? (number of buyers, differentiation/standardization)
12. Looking at an international corporate-level strategy, do you think we have to split blended learning up in a technical part, a content part and a face-to-face training part?
13. What strategy would you choose for the technical part; sensitive towards the British market or standardizing?
14. What strategy would you apply for the content part?
15. What strategy would you apply for the face-to-face training part?
16. How would translate this into an overall strategy?
17. With this strategy in mind what would be the best mode of entry? (exporting,
licensing, strategic alliances, acquisition, establishment of a new subsidiary)
18. How would you think we could benefit even more with the new overall strategy?
Appendix 2
Why How
Skill-Driven Model:
Learning specific knowledge and skills requires regular feedback and support from the trainer, facilitator, or peer.
• create a group-learning plan that's self-paced but bound to a strict schedule
• pad self-paced learning material with instructor-led overview and closing sessions
• demonstrate procedures and processes through synchronous online learning labs or a traditional classroom setting
• provide email support
• design long-term projects
Attitude-Driven Model
Content that deals with developing new attitudes and behaviors requires peer- to-peer interaction and a risk-free environment.
• hold synchronous Web-based meetings (Webinars)
• assign group projects (to be completed offline)
• conduct role-playing simulations
Competency- Driven Model
To capture and transfer tacit knowledge, learners must interact with and observe experts on the job.
• assign mentors
• develop a knowledge repository (LCMS/LMS)
Three approaches for blended learning, learning circuits, august 2002
Appendix 3
Media Type Instructional
Value Scalability Time to
Develop Cost to
Develop Cost to
Deploy Assessment
Capable Trackable Classroom
based training High Low 3-6 weeks Medium High Medium Low
WBT Course-
ware High High 4-20 weeks High Low High High
CD ROM
Courseware High High 6-20 weeks High Medium High Low
Conference
Calls Low Medium 0-2 weeks Low Low No No
Webinars Medium Medium 3-6 weeks Low Medium Low Low
Software / Online Simu-
lations
Very High Medium 8-20 weeks High Medium High High
Lab-based
Simulations Very High Low 3-6 weeks High High Medium Medium
Job Aids Low High 0-3 weeks Low Low None None
Web Pages Low High 1-8 weeks Low Low None None
Web Sites Low High 1-8 weeks Low Low None None
Mentors Medium Low 2-3 weeks High High Low Low
Chat- Discussion- Community
Services
Medium Low Medium 4-6 weeks Medium Medium None Low
Video (VCR
or Online) High Medium 6-20 weeks High High None Low
EPSS Medium Medium 8-20 weeks Medium Medium None Medium
