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Instructor Certification Training

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Title: Instructor Certification Training

1
Instructor Certification Training
2
Training Objectives

Certify you to teach NxLeveL
Increase your confidence in teaching adult
learners
Show you the NxLeveL system for writing business
plans
Offer you a business model for success
Enjoy our time together

3
Day One Agenda

Welcome Introductions
About NxLeveL
NxLeveL Course Overview
The Art of Teaching Adults
In-Depth Course Analysis
The Art of Teaching NxLeveL
NxLeveL Website Resources
Successful Business Model
QA, Day One Wrap Up

4
Day Two Agenda

Each instructor will make a 10-15 minute
presentation using the NxLeveL materials.
Find out how easy it is to use the NxLeveL
Instructors Manual.
Demonstrate presentation and facilitation skills.
Demonstrate how to teach adult learners.
Demonstrate tips and techniques.
Receive feedback from other instructors and
Master Trainers.

5
Class Procedures

Please silence your cell phones.
Well break every couple of hours or so.
This is a collaborative effort.
Student-Lead Discussions
Reflection and Experience
Immediate gratification.

1. Introductions

7
About you

your name
From Where
Education
Experience
Teaching

8
NxLeveL Instructors should be

Experienced instructors
Experienced entrepreneurs
People who enjoy teaching adults
People with confidence and enthusiasm
People who can create a fun, friendly learning
environment

9
About me

B.S. Finance, MBA, MED
Small Business Owner
SBDC Regional and State Director
ASBDC Accreditation Committee Member
Certified NxLeveL Instructor
NxLeveL Master Trainer
Managing Editor of NxLeveL Products
President and CEO of NxLeveL

10
The Importance of what were doing!

The dreams we build and the life we lead
sometimes differ by staggering amounts. This
need not be. We can reduce that gap and build a
life which accords quite closely to our dreams.
On becoming an educated person
By Dr. Virginia Voeks

11
What if I offered you

a proven product in a growing Market
a business model with a 15 year track record
a pricing structure that will guarantee a profit
(Program Income)
a marketing strategy that will bring customers
and sponsors

2. About NxLeveL

13
History of NxLeveL

Founded in 1993
University of Colorado (WEN)
Sponsored by the US West Foundation
Originally 14 western states
18 curriculum writers
Tested and updated from the network of
administrators, instructors and participants

14
NxLeveL Today

42 states, American Samoa, Puerto Rico, Canada
Hundreds of communities
4,500 certified instructors, master trainers,
and state administrators
Organizations teaching NxLeveL include SBDCs,
CoC, WBC, community and economic development,
business incubators, religious groups, and others
120,000 participants to date
10,000 participants each year

15
NxLeveL Partnerships
16
Vision Statement

To help people better their lives through
entrepreneurial education and small business
ownership.
Michael C. Finnerty

17
Participant Profile

Age
Gender
Ethnicity
Income
Education
Pre-Venture, Start-Up, Existing
Start-Up Capital

3. NxLeveL Course Overview!

19
NxLeveL Products

20
Get the Buzz on Biz

Being an Entrepreneur
Mind Your Own Business
Be a Legal Eagle
E-Commerce
Researching Your Idea
Big Time Marketing
Building Your Business
Accounting
Managing Your Cash
Show Me the Money
Ready, Set, Charge!

21
Micro-Entrepreneur Business Plan Basics

Keys to Your Business Success
Assessing Your Business Idea
Business Planning
The Marketing Plan
Government Regulations
Management
Market Analysis
Product and Price
Placement and Promotion
E-Commerce
Selling Success
Wheres the Cash
Managing the Money
Financial Tips and Tools
Bringing it All Together

22
Start-Up Sessions

Intro-Are You Entrepreneurial Material?
Developing Your Business Concept
Business Start-up Options (1)
Business Start-up Options (2)
Business Fundamentals
Testing the Idea Market Research Analysis
Getting to the Market Marketing Strategies
Understanding Budgets Financials
Raising Money
Getting Started Managing the Future

23
Entrepreneur Sessions

Introduction, Overview Entrepreneurship
Planning and Research
Organizational Matters
Marketing Analysis
Marketing Strategies
Financial Overview Books and Records
Managing Your Money - Budgets and Assumptions
Managing Your Money - Cash Flow Projections
Understanding and Using Financials
Financing Your Business - Money Sources
The Deal Making Process Negotiation
Your Business Future - Managing Growth

24
Tilling the Soil

Take Stock in Your Resources
Basic Equipment
The Legal Terrain
Manage from the Ground Up
Plant It, Grow It, Market It
Reap the Benefits
Get Your Budget in Line
Analyze These Cash Flow and Financial Statements
Cultivate Your Money Resources
Harvest Your Future

25
Signage Session

The Effectiveness of Signage
Signage, Laws, and Community Standards
Elements of Design
Working with Designers and Manufacturers

26
NxLeveL in Spanish

27
Digital Books Available
28
NxLeveL On-Line

Introduction, Overview Entrepreneurship
Planning and Research
Organizational Matters
Marketing Analysis
Marketing Strategies
Financial Overview Books and Records
Managing Your Money - Budgets and Assumptions
Managing Your Money - Cash Flow Projections
Understanding and Using Financials
Financing Your Business - Money Sources
The Deal Making Process Negotiation
Your Business Future - Managing Growth

29
Business Plan Articles
Do Start-Ups Really Need Formal Business
Plans? Research Roundup Writing a Plan.
30
Writing a Business Plan

teaches students to become strategic thinkers.

4. The Art of Teaching Adults!

32
Adult Learning Theories

It is unlikely that there will ever be a single
theory of adult education. Instead, there will
be many theories useful in improving our
understanding of adults as learners.
Adults as Learners
by K. Patricia Cross

33
Adult Learning Theories

Adults learn best when they are curious,
challenged, or desiring of competence.
- Daniel D. Pratt

34
As an adult learner

Why are you here today?
What are your expectations?
What better not happen?

35
Andragogy Theory by Malcolm Knowles

As a person matures
1) his/her self-concept moves from one of being a
dependent personality toward one of being a
self-directed human being,
2) he/she accumulates a growing reservoir of
experience that becomes an increasing resource
for learning,
3) his/her readiness to learn becomes oriented
increasingly to the developmental tasks of
his/her social roles, and
4) his/her time perspective changes from one of
postponed application of knowledge to immediacy
of application, and accordingly his/her
orientation toward learning shifts from one of
subject centeredness to one of problem
centeredness.

36
Three-way Typology Theory by Cyril Houle

Motivations of adult learners
1) Goal-oriented learners, use learning to gain
specific objectives, such as learning to speak
before an audience, learning to deal with
particular family problems, learning better
business practices, and similar concrete
objectives. Such learners do not restrict their
learning activities. Theyll take a course, join
a group, read a book, take a trip, etc.
2) Activity-oriented learners, participate
primarily for the sake of the activity itself
rather than to develop a skill or learn subject
matter. They take the course or join a group to
escape loneliness or boredom or an unhappy home
or job situation, to find a husband or a wife, to
amass credits or degrees, or to uphold family
tradition. They do almost no reading.
3) Learning-oriented learners, pursue learning
for its own sake. They seem to possess a
fundamental desire to know and grow through
learning, and their activities are constant and
lifelong. Most are avid readers they join
groups, and even choose jobs, for the learning
potential offered they watch serious programs on
television and make extensive background
preparations when traveling in order to
appreciate what they see.

37
The Pyramid of Learners! by K. Patricia Cross
ADULT LEARNING FORCE
College Credit
Organized Instruction
Self-Directed Learners
38
Adult Learning Styles!

Learning Style Characteristics Teaching
Strategies
- process new information best - graphics,
illustrations
Visual Learners when it is visually illustrated
or - images
demonstrated - demonstrations
- process new information best - Instruction
Auditory Learners when it is spoken -
discussions
- process new information best - written
assignments
Kinesthetic when it can be touched or - taking
notes
manipulated - examination of objects
- participation in activities
- process new information best - distance
learners can
Environmental when it is presented in
control their own
Learner surroundings that match learner
learning environment preferences (room
temperature, to a larger extent than
lighting, seating, etc.) on-campus
students!

39
Top Ten Characteristics of Adult Learners

10. Adults try to avoid failure
Adults are much less open to the trial-and-error
approach than children are. Adult learners will
resist something new if it involves the risk of
making an error and feeling foolish as a result.
9. Adults will learn only what they feel they
need to learn
In the work world, adults are expected to
evaluate the relative importance of information,
to exercise personal judgment in setting
priorities and allocating their time. This
behavior carries over into the adult learning
environment.
8. Adults want their learning to be practical
Adults are willing to learn theories, but only if
they can see how those theories apply in real
life. Adult interest soars when training is
built around a clearly defined challenge or
demand, rather than hypothetical problems and
solutions.

40
Top Ten Characteristics of Adult Learners

7. Adults are problem-centered
Adults must feel that the material they are
learning is relevant, and that it will have
immediate effect. They want to see how the
objectives of the learning relate to authentic
situations and real solutions to problems.
6. Adults learn by comparing past experience with
new experience
Every adult learner has a lifetime collection of
previous knowledge and experience. When learning
something new, most adults need to see how it
fits in with (or is different from) what they
already know.
5. Adults Can Be skeptical
Adults will filter new information through their
years of experience and knowledge. They become
skeptical when information conflicts sharply with
what they already hold to be true or if the
instructor appears inexperienced or unqualified.

41
Top Ten Characteristics of Adult Learners

4. Adults need immediate feedback concerning
their progress
Adults want to know how they are doing all along
the way. They are not content to continue
plugging away at course material without knowing
whether they are on the right track.
3. do not all learn the same way (personal
learning styles)
By the time people reach adulthood, they have
settled into a learning style that has worked
well for them in the past. One person may prefer
reading, while another does best trying out a
practical exercise, for example.
2. Adults are goal-oriented
Adults want to know what the specific goals and
objectives are of a course, how they are
measured, and what determines their individual
success.

42
Top Ten Characteristics of Adult Learners

1. Adults are motivated to learn
Adults learn most effectively when they have an
inner motivation to develop a new skill or gain
new knowledge. Adults participate in
self-directed learning almost universally. The
typical adult spends 500 hours every year in
self-directed learning.

43
Take this simple test

Thinking back over your whole life, what were
the most significant learning experiences you
ever had? That is, list the moments (or events)
in which you discovered something of lasting
significance to your life.

44
Ask yourself the following questions about each

Did it take place in the classroom?
Did it take place in a school?
Was a professional teacher instrumental in making
the learning experience happen?
Was a teacher-like figure (e.g., coach, minister,
school counselor, theater director) instrumental
in making the learning happen?
If the answer to 3 or 4 is yes, then what did
the teacher (0r other person) actually do to help
you learn?
In general, what factors were instrumental in
bringing about the learning?

45
Good teaching leads to significant learning

Your job is to shape the environment in a manner
that is conducive to significant learning in
others!

46
What does a significant learning environment look
like?
Self Directed
Sounding Board
Self Discovery
Experienced
Actor
Leader To Discovery
Takes Ownership
Visual
Application
Problem Centered
Learn From Each Other
Feedback
Facilitator
Auditory
Environmental
Controller
Goal Oriented
Activity Oriented
Skeptical
Need To Learn
Kinesthetic
Motivator
Instructor
Learning Oriented
Avoid Failure
Practical
Lecturer
47
The Art of Teaching Adults!
Declaring Objectives
Sounding Board
Autobiography
Setting up The Room
Processing Feedback
Contracting
Tests Quizzes
Getting Packed
Icebreakers
Using Journals
Planning a Session
Assigning Projects
Working In Groups
Projecting Overheads
Showing Videos
Lectures
Environmental
Outside Learning
Flipping Charts
Learning Styles
Asking Questions
Inviting Experts
Participation
Role-plays
Reading Together
Group Behavior
Learning Circles
Brainstorming
Demonstrations
Studying Cases
48
Adult Learner Handouts