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table of contents
1. 2. 3. 4. learning_upgrades table of contents executive summary general company description a. mission statement b. company goals and objectives c. business philosophy products and services marketing plan a. market research b. economics c. features and benefits d. competition e. niche f. strategy g. promotion h. promotional budget i. pricing j. location k. distribution channels l. sales forecast operational plan a. production b. location c. legal environment d. personnel e. inventory f. suppliers/partners g. management and organisation h. personal financial statement i. startup expenses and capitalisation j. financial plan appendixes refining the plan
I provide rich learning experiences. I can engage a classroom of students, engage a variety of learner types and styles, and improve attitude and motivation, resulting in long term study development and improved exam performance and thus increase resulting grades. I specialise in borderline classes, shifting from D to C or B to A. This covers all subjects at GCSE, mostly academic, and concentrating on Mathematics and English. With the use of various learning technologies, I help students overcome specific perceptual learning blocks, in order to release the natural learning capacity to achieve incredible improvements in work output, confidence, and present performance. I can also engage
students individually, diagnosing specific learning difficulties, and providing specific techniques which show immediate positive results in terms of attitude, and later as results. The basis of my teaching is generic: simultaneous processes, non-objective transmission, immediate results. Most methods of teaching are linear, where courses involve step-by-step progress, linear schemes of work, etc. My method involves presenting a small number of principles, not less than three, which must be conducted simultaneously by the student on order to perceive the benefit. This holds true for algebra as it does for tango. There is no objective set of procedures or techniques, but rather I present the solution through demonstration, drawing attention to precise principles (which are necessarily abstract, or hidden). I don't talk about it, I do it, I show it, and students copy it. The results are immediate. Students can try immediately, and the processes of trial and error is the learning experience. After a short period of time, because of the learning nature of us as human beings, all students appreciate they are learning, and it only takes a matter of application before the required level of ability is attained. Because I take considerable efforts to drawing attention to the minimal set of principles, the length of time required to practice is greatly reduced. And because the experience is so palpable to students, the experience of learning becomes something enjoyable, uplifting, and self-generating. It truly is a delight to watch the learning process, and the students themselves amaze themselves with their own skill. I provide a wide range of workshops from algebra to systems-thinking, a few unique social innovation products including action cycles, and a collection of books through print on demand.
general company description
I am in the business of education, offering learning_upgrades to individuals in the private sector, as well as students in public education. I provide open source social innovation products, and sell online educational and instructional books through lulu.com.
To transform the educational system, inspire a new generation of well-balanced human beings, strengthen the social fabric through trust games, help us achieve ideals impossible to the individual but possible to a collective, create the realistic opportunity for world peace in our life time.
company goals and objectives
The goals of learning_upgrades are to provide schools with a guaranteed service which improves grades, private individuals with a trusted individual to help them achieve personal and collective ideals, and to make global ideals realistic.
Objectives will be to have such a high demand for my services that I can charge private companies large sums in order to subsidise poorer learning environments around the world.
Presence and mindfulness, respect and social responsibility, fractal scale: acting locally with global effect.
Initially, local school heads to improve grades, private individuals to learn specific skill sets, and
companies who wish to improve interpersonal engagement and performance.
In the experiential economy, the industry is self-improvement, though aimed at producing collective results. As technology is producing simpler, more user-friendly interfaces where smart phones become ubiquitous, the significance of person-to-person engagement will increase. How do a small group of individuals work well together, without being constrained by the interlocking structure of roles and positions? The future involves flexible groups, temporary collectives confluencing to achieve specific targets. I am in a fantastic position to take advantage of this because I already have the skills. People benefiting from my workshops will be able to take advantage of this culture change, because the generic substructure is one of simultaneous processes, fluid dynamics, and presence and performance. The most important strength is presence, matching what one says with what one does, a deep understanding of principles grounded across a wide range of experiences from algebra to tango. My strengths is being able to explain subtle concepts verbally, and represent them in different modalities, such as providing physical experiences for subtle social concepts. I taught for more than 10 years across a wide variety of educational environments, learning how to be able to deal live with a specific collection of people. This makes me flexible, and resilient, able to deal with anything. I am lean, requiring little, I do not have a specific procedure, an objective system, but rely on presence, having the sensitivity to respond to concurrent conditions optimally. I am a sole trader. I shall be selling my services while promoting my book list.
products and services
Learning_upgrades provides rich learning experiences for students across a wide variety of subjects. It is a meta-cognitive service, improving students learning ability in anything. The techniques are simple, and once learned can be applied across the board. There are several products for schools, all conducted in 3 lessons: exam performance: improve borderline grades from D to C and B to A in Mathematics and English • arithmetic: memorise tables, shapes of numbers, and fractions • algebra: simultaneous processes of aim, balance and simplifying, no more no less • english literature: becoming sensitive to thought and feeling, start not-knowing, and there is no right answer • accelerated learning: relate everything, note now and externalise soon; achieving unrealistic ideals The first lesson deals with the engagement with the specific class of students, and confronts them with rather shocking alternatives to how they are learning, and offers specific techniques to practice. The second lesson consolidates the learning practice, tailoring to specific individual learner needs, and demonstrating the high level of presence and performance in class. The third lesson evidences the learning experience, accurately enforces confidence, and motivates towards performing optimally in the future, such as in exams. In addition, workshops on self-disciplining systems are also offered to schools, for teachers and educational experts, covering techniques of the Educare system such as: • abc-classes: students and teachers learn how to increase self-discipline and learn about social responsibility •
• • •
fission-fusion: flexible group formation in order to avoid the characteristic problems of static groupings classroom co-ordinator: a well-defined role to induce a comprehensive self-discipline system with a group of kids play tron: install game on school server, set up after-school club, play in interschool competitions
A variety of learning_upgrades for different students: • • • • • • • • • • • • • • • • • • • • • • TEFL students: shakespearean pronunciation, question transformation, verb tense map insights into communication, wording: language trips, beyond perception, active listening buddhism 101: buddha dharma sangha, duality of mind, meditation wisdom 101: three subjective laws, secret of perfection, conditional scale collaboration: intentional presence, unilateral alignment, emergent flocking social innovation: experiential nights, action cycles, gleick actuation alternative economics: pay-it-forwards, distributed networks, hidden strange attractor high tango: three principles, falling into one another's arms, high points are ecstatic low tango: three principles, mutual grounded pressure, intricate play tai-chi, physical meditation: 24 yang style, centering and calibration, simple push-hands tai-chi, dynamic dance: dynamic play, fluid abstraction, mutual improvisation tai-chi, martial art: not speed or strength, transform conflict to play, apologise worldpeace: thought-experiments, reality-experience, non-group participation systems thinking: simultaneous processes, abstract-to-physical range, embedded systems strateg_OS: one hour, big picture, retrospective proof tron: survive the launch, avoid being core-dumped, become useful chess: the fork, revealed attack, simultaneous offence GO: good shape and influence, mid-level play, open game... invite play collective strategy: chaos theory, not-knowing, singularity love XQ simple: our side of maths, minimal language, subjective enumeration, maths is the model XQ solution: subjective science, buddhism is control, mind-drop solution subjective science: methodology for subjects, experience as experiment, meditation as x tends to 0
A number of books are available to buy on lulu.com, five of which have been allocated ISBNs: • • • • • small book BIG THINK 2020worldpeace inspiring change buddhism is not XQ solution
A further list can be found at lulu.com.
I have been conducting market research informally during my field experience in schools. I have analysed the weaknesses in the system and provide solutions, namely
• • •
the psycho-social fracture between primary and secondary school: classroom coordinators the atomisation of knowledge: learning_upgrades relative to mathematics, english, and general metacognition fractured child-adult relationships due to subject separation: self-discipline system of student within student body
The size of the market for schools is £100million nationally, or 1% discretionary budget of a secondary school. Since I am only conducting a few lessons, this constitutes 0.01% of the budget, though charge relative large amounts. Demand in the market is high: grades are the way that schools are compared. Exam results remain important. Potential growth is for mentoring other learning_upgraders, deriving a secondary income stream. Barriers to entry involve my not being known, and the risk of trying me out, head-teacher not wanting to undermine confidence in their teachers, inability to value highly the positive response of students, linking lessons to improved results for evidence. The barriers are overcome by offering super-supply, replacing sub with "intentional" learning_upgrade, support/bolster those teachers who are recognised as having difficulty, recording positive results of kids through a variety of media as well as in terms of work output, ascertaining realistically expected grade by students and staff before and after lessons, and based on actual exam results. The market size in terms of disposable income for self-development is £200million, or 10% income individually. There is a large demand for self-development amoungst private individuals, and my charges are modestly pitched, and based on results. Potential growth involve horizontal pensions, where students pay me a percentage of their income should they derive any via the experience I pass on. Barriers to entry involve marketing costs, lack of consumer acceptance and brand recognition. I shall be conducting my marketing on a one-to-one basis, taking advantage of opportunistic engagement, as well as promoting myself at all open mic and panel and anywhere where I can get on a stage. Consumer acceptance can be allayed by the promise to pay based on results. Word of mouth will also be encouraged.
features and benefits
Regarding the school products, the most important features are that they are conducted in very small periods of time, aim at improving grades by which the school is judged, and my experience is proven and tested. The benefit to the head-teacher is that they can employ someone at the drop of hat, witness positive changes in attitude immediately, behaviour and performance in classes, and the consequential exam results. The head-teacher will benefit from making the right decision, inducing a state-change in the students and potentially in teachers, and their standing in the community increases. I will provide extra engagement if required, follow-up support, personal tuition, and a results-based bonus plan.
Regarding private individual products, the features are that lessons are brief and results-focussed. The customer can experience the benefit immediately, appropriate the learning required, work at their own rate to improve specific skills or perceptions, feel confident that the effort they expand converts into performance, and that when they explore, they know the content of their exploration is entirely theirs.
Customer groups involve head-teachers of schools for the school products, and the demographic for different learning_upgrades varies immensely.
21-29 men, solvent, middle-class, university degree, commuting or out socialising: tango 21-29 women...
Teachers within the system already, specialists such as educational psychologists and educational consultants. With respect to private learning_upgrades, tango teachers who have formalised lesson structures and social events. See appendix I.
factor products price quality
me exam improvement £200/day
strength yeah yeah
supply terrible cheaper mediocre
consultant a lot of talk more expensive high, in terms of talk overal, good talkers excellent high
importanc to custom 5 4 4
spontaneous, absolutely unpredictable several different subjects proven with experience turn up and do the job flexible experienced untested wrt market
selection service reliability
specific poor high
2 3 5
high, but that's because they 3 charge huge amounts... 4 2
expertise company reputation location
i can talk :) ah
no qualification definitely.... an unknown could get a little wet...
average, to very high poor nameless high car probably
i can get about, cycle/scoot especially with a scooter
appearance sales method credit policies advertising image
mixed face to face performance related pay none don't have one
unusual untidy, no looking with suit, tie tattoo why try me? wrt first lesson, and final result bonus not known nice prezi :)
good through a company nope
big known companies website
weakness not argentine, no class or evening can't pay class cost
importance tango@33 negracha to customer nice venue, nice people extra on top of social popular, nice 3 venue extra on top of 4 social group 2 teaching
three lesson three hit lessons
pay minimal high attentive quality bespoke lesson
quality selection service reliability stability expertise
not group "moves" or teaching "levels"
regular classes idiosyncrati idiosyncrati proper c c teachers pleasant and well known
the central place, bit 4 harsh though wellknown 5
where-ever bit dishevelled
flexible, don't pay for venue poor
sales method credit policies advertising image
word or mouth? performance related pay
pay at the pay at 1 door the door
With respect to schools, I fare well against normal supply. I specialise in exam performance, across a wide range of subjects, and I am inspirational and can motivate a large group of individuals. I am also interested in performance-related pay, as I am not into a long-slog or looking for standard employment. I do not compete with most educational consultants since I am not subject specific, and I am not trying to improve the organisation of the teaching staff. I deal with students, face-to-face, and if the results don't speak for themselves, I do not fall back on theory or reputation.
With respect to learning_upgrades in the private sector, I have the edge of traditional teaching of eg tango: what I teach, I teach in three lessons. I am not interested in hooking in a student into a long course of continued payment. I am interested in results, in the student learning for themselves. Once established, such students are self-motivated and may put their money into attending milongas and learning from experience. This goes for most of the other learning_upgrades I offer: short, intensive, and clear results. My weaknesses is that I am unknown, I am not established. But I shall never be established as most companies or organisations are, because I do not wish to take on the additional costs. I wish to work lean, with minimal costs for materials and venues and advertising, and maximising wordof-mouth and intensive courses. Hence I am not in competition with standard education or traditional companies, but complement them. I wish to improve the ability of students such that they engage their teachers better, and their higher level of practice means a cultural shift: increasing the number of students who are switched on, thus deriving a better quality of practice, whether in schools or on dancefloors or where-ever. My books cover a wide range of topics, and the lead book, small book BIG THINK, defies simple categorisation. It occupies less of a niche, and attempts to cover a wide-ranging ecology.
I plan to engage head teachers and to invite a trial experience with their students. Should that be positive, then we can talk of booking a course. I am also going to engage kids directly through supply, and should that be positive, offer the results to the head again with the aim of booking a course. I am not competing with full-time staff nor with experts, but facilitating a change that might only be possible through this ad-hoc arrangement.
Regarding the private sector for tango, for example, I have a rather unusual strategy. The objective is to have a youthful tango scene by the end of 2010. Run by dancers themselves, they dance to modern music, and it is driven by the dancers themselves. To create this scene, I shall find a handful of beautiful young women who are wanting to learn. I shall enlist their help to engage young, funky men. Should a positive cycle ensue, then they will be in a position to invite traditional teachers should they so wish. I shall be asking for payment to cover costs of teaching,
and for 10% of any moneyflow once their scene is established. If I can conduct this in one city, London, I will try in others. As for other learning_upgrades, such as meditation, a similar system is employed. The trick is to kick start a community, and for this community of practitioners to determine the experience they wish, engaging traditional organisations and individuals as they determine. The strategy for promoting the books is to introduce gather a community of writers who contribute towards writing a collective book implementing the non-linear structure common to many of my books. Sharing the responsibility for publishing this book will provide all participants with a means by which they can further their own careers. The current working title for this book is Brainsex and can be found here.
I shall be using traditional supply education agencies to get into schools, as well as contacting schools directly. As for the private sector, I shall take advantage of any situation to promote my services. I have business-stickers, active with social media sites like twitter.com, facebook.com, and google, and plenty of presentation materials on prezi.com. I am reluctant to get another site. I have collected my thoughts into a book, buying ISBN numbers, and thus able to sell a thing when engaging people. I am also actively seeking out any opportunity to get myself in front of a crowd of people, whether comedy clubs or poetry nights or pecha-kucha nights -- anything which shows my ability to engage a group of people. I have liaised with other business entrepreneurs to create a collaboration tool, Confluence wiki. By producing a social result, involving products such as Brainsex and regular events, I hope to attract the right people including publishers to be involved in writing and publishing the collective book.
I intend to spend a further money on moo stickers, business cards, ISBN numbers for books. There are several sites which I can sign up as a tutor, and the regular costs of travel and covering sundries such as teas and coffees during meetings.
For schools, I intend to charge £200/day, which is more than standard supply, but lower than an educational consultant. I also intend to negotiate performance-related bonus with borderline student passes. For private sector, I have two payment plans. First, is traditional, charing £20, £30, £50 to £100 and hour for private tuition, and larger amounts for groups. This should compare to competition. Second, I charge only to cover costs, my travel, location, perhaps food and drinks, with the personal promise that I am recompensed in the future should the student benefit. Because of the nature of what I teach, I believe an honour system like this might work. My books retail for £10, which breaks down as around £3-4 for printing, £1-2 to lulu.com and £4 profit.
In schools, in public, and hired venues. I may have to buy a moped if I have lots of private, individual, work dotted around London.
I shall be using education agencies, amazon for book selling, and third party individuals for word of mouth. With the books, for example, I shall be offering up to 40% of the profits to individuals who promote the book, affiliated marketing. I am also looking for a manager who can secure gigs for me, whether in schools, or in corporate conference or workshop environments. Books are based on lulu.com, and once converted to ePub format, on iBooks.
see appendix II
My booklets are produced through lulu.com. The cost of printing is determined the minimal cost to the end-buyer. If I take a profit, then lulu takes 20%. Only if I buy copies of the book do I incur the cost of production and postage. Books cost £3-4 and postage is £2.99. I plan to buy 10 copies per batch, thus £30-40. My services have a variety of costs. Quality control is determined by customers, with subjectively evaluation 0-10, and personal testimonials.
I work mostly in situ, schools, homes, company offices, and students have to cover the costs.
I am a sole-trader.
I am a sole-trader, but I shall be conducting affiliate marketing with booklets, hoping to pass out 40% of the profits to production and marketing.
I shall own 10 copies of small book BIG THINK to be able to sell to individuals, with a stock value of £30-40, retail value of £100.
I shall be using lulu.com and their network of publishers. I shall be making use of teaching supply agencies such as
management and organisation
As a sole-trader, I do not require a board of director, etc. If enough money flows, I shall hire an accountant. I shall be looking for mentors and advisors to support my efforts, write on my books, etc.
personal financial statement
See appendix III for personal financial statement.
startup expenses and capitalisation
See appendix IV for startup expense.
appendixes refining the plan My intention is to split the remaining profits as follows: 20% to the writer, 20% to the inspiration of the writing if appropriate, 20% to designers and production, and 20% to distributors. At the moment, I am taking 80% which is equivalent to around £1 per book.
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