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School trains us to get frustrated when we fail.Failure is a very good thing. It's one of the best—maybe the best—learning devices. Yet rather than capitalize on it, most schools work hard to turn failure into something distasteful. And by the time people graduate, having spent most of their formative years in an institution where failure is a sin, they have a huge aversion to failing.And if you believe that people have a natural hatred of failing, then note that school encourages that hatred, rather than helping students understand that failure, even if unpleasant, can be a useful learning tool.In most schools, the major structural element is ranking. We're psychologically wired to take ranking seriously. As soon as ranking exists, we care about it*. A, B, C, D, F. Pass/Fail. And in the worst-case-scenario, you fail and are "kept back a grade," which affects you socially.I have many memories of teachers and parents compounding the problem. They didn't say, "How interesting: you got an F. Let's examine the situation and see how that happened..." Instead, Fs came with stern lectures. When we got Fs, grownups were very disappointed in us.I've never heard a teacher say, "Oh dear. You've gotten four As in a row. I must not be challenging you enough. Let's see if we can push you to failure so that you can overcome it." Personal trainers understand how vital that is. They won’t let you keep lifting weights that don’t strain your muscles. Many schoolteachers either fail to understand this or work in environments that won’t let them capitalize on it. If a teacher pushes kids towards Fs, parents and school authorities will complain.When we were kids, grownups didn't tell us failure was a natural part of the learning process. They told us we had let them and ourselves down. Over and over, for years, we were told that if we got Fs, it meant we were lazy or stupid. Laziness is a moral failing; stupidity is an innate deficit. Failure—school tells us—means we're moral or physical cripples.People (understandably) hate this so much, that, as soon as they can, they put themselves in a position where they never have to fail again. (Or where their chances of failing are as small as possible.) They find jobs that aren't all that challenging after an initial learning curve. The goal, conscious or not, is to coast for the rest of one's life.Which gives adults very little day-to-day experience with failure. Most people I know failed at certain subjects in school (maybe not by getting Fs, but by struggling with those subjects for years), and now have simply decided "I'm not a ______ person" or "I just don't get _______", e.g. "I'm not a Math person" or "I just don't get Shakespeare." That absolves them from trying. Which keeps them from failing. Which keeps them from learning.This is not the way we started out. If infants decided, after many hundreds of failures, "I'm just not a walking person" or "I just don't get talking," we'd all be screwed. Luckily, those skills are acquired before school gets its clutches on us.See also The Case Against Grades by Marcus GeduldUPDATE: In a comment thread, below, Vincent Rubinetti and I discuss natural talent: https://www.quora.com/Why-do-we-get-frustrated-when-learning-something/answer/Marcus-Geduld/comment/6799934UPDATE: Google agrees with me. See Why Google doesn’t care about hiring top college graduates.Megan McArdle argued recently that writers procrastinate “because they got too many A’s in English class.” Successful young graduates have been taught to rely on talent, which makes them unable to fail gracefully.Google looks for the ability to step back and embrace other people’s ideas when they’re better. “It’s ‘intellectual humility.’ Without humility, you are unable to learn,” [Google’s head of people operations, Laszlo] Bock says. “Successful bright people rarely experience failure, and so they don’t learn how to learn from that failure.”"... What we’ve seen is that the people who are the most successful here, who we want to hire, will have a fierce position. They’ll argue like hell. They’ll be zealots about their point of view. But then you say, ‘here’s a new fact,’ and they’ll go, ‘Oh, well, that changes things; you’re right.’"Also worth reading: Why Writers Are the Worst Procrastinators:[Carol] Dweck has spent her career studying failure, and how people react to it. As you might expect, failure isn’t all that popular an activity. And yet, as she discovered through her research, not everyone reacts to it by breaking out in hives. While many of the people she studied hated tasks that they didn’t do well, some people thrived under the challenge. They positively relished things they weren’t very good at—for precisely the reason that they should have: when they were failing, they were learning.Dweck puzzled over what it was that made these people so different from their peers. It hit her one day as she was sitting in her office (then at Columbia), chewing over the results of the latest experiment with one of her graduate students: the people who dislike challenges think that talent is a fixed thing that you’re either born with or not. The people who relish them think that it’s something you can nourish by doing stuff you’re not good at.... “The kids who race ahead in the readers without much supervision get praised for being smart,” says Dweck. “What are they learning? They’re learning that being smart is not about overcoming tough challenges. It’s about finding work easy. When they get to college or graduate school and it starts being hard, they don’t necessarily know how to deal with that."And The best way to learn math is to learn how to fail productively:Singapore, the land of many math geniuses, may have discovered the secret to learning mathematics (pdf). It employs a teaching method called productive failure (pdf), pioneered by Manu Kapur, head of the Learning Sciences Lab at the National Institute of Education of Singapore.Students who are presented with unfamiliar concepts, asked to work through them, and then taught the solution significantly outperform those who are taught through formal instruction and problem-solving. The approach is both utterly intuitive—we learn from mistakes—and completely counter-intuitive: letting kids flail around with unfamiliar math concepts seems both inefficient and potentially damaging to their confidence.Kapur believes that struggle activates parts of the brain that trigger deeper learning. Students have to figure out three critical things: what they know, the limits of what they know, and exactly what they do not know. Floundering first elevates the learning from knowing a formula to understanding it, and applying it in unfamiliar contexts.The education ministry in Singapore has given Kapur over $1 million to explore productive failure, including a $460,0000 grant to train teachers for 11th and 12th grade statistics.He learned the approach firsthand as a student at the National University in Singapore. He spent four months trying to solve a non-linear differential equation in fluid dynamics. His teacher finally let on that the problem was unsolvable with math alone (it required computation). Frustrated, he asked why he had allowed him to waste so much time. It wasn’t wasted, the teacher explained; Kapur now truly understood the problem he was trying to solve. As a teacher himself, Kapur wondered whether this method could be more broadly applied.He soon designed studies to test it. In one, written up in Cognitive Science, researchers presented 9th grade students in an Indian private school with the following math problem. The concept is standard deviation, but the kids—who have never been exposed to it before—don’t know that.One group is asked to figure out how to solve the problem in as many ways as possible. They are given 30-45 minutes and teachers cannot help. After that, the teacher discusses 3-4 of the most common approaches. The teacher then shows the class the standard solution.A control group is taught standard deviation the traditional way and then asked to do problems. Both groups are then tested.On procedural knowledge, or applying the formula, there was no difference between productive failure and direct instruction. But on conceptual understanding—understanding what it means and possessing the ability to adapt the information—the productive failure students dramatically outperform their direct instruction peers.From the article Teaching Smart People How to Learn in the “Harvard Business Review”:… many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure. So whenever their single-loop learning strategies go wrong, they become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.… well-educated professionals are especially susceptible to this.Nearly all the consultants I have studied have stellar academic records. Ironically, their very success at education helps explain the problems they have with learning. Before they enter the world of work, their lives are primarily full of successes, so they have rarely experienced the embarrassment and sense of threat that comes with failure. As a result, their defensive reasoning has rarely been activated. People who rarely experience failure, however, end up not knowing how to deal with it effectively. And this serves to reinforce the normal human tendency to reason defensively.Further reading:- Wounded By School: Wounded by School: Recapturing the Joy in Learning and Standing Up to Old School Culture: Kirsten Olson, Sara Lawrence-Lightfoot, Parker J. Palmer: 9780807749555: Amazon.com: Books- Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes: Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes: Alfie Kohn: 9780618001811: Amazon.com: Books- The Homework Myth: Why Our Kids Get Too Much of a Bad Thing: The Homework Myth: Why Our Kids Get Too Much of a Bad Thing: Alfie Kohn: 9780738211114: Amazon.com: Books- video: The 3 Most Basic Needs of Children & Why Schools Fail: Alfie Kohn: The 3 Most Basic Needs of Children & Why Schools Fail- Summerhill School: A New View of Childhood: Summerhill School: A New View of Childhood: A. S. Neill, Albert Lamb: 9780312141370: Amazon.com: Books- A Mathematician's Lament (PDF): (https://www.maa.org/external_archive/devlin/LockhartsLament.pdf); longer book version, A Mathematician's Lament: How School Cheats Us Out of Our Most Fascinating and Imaginative Art Form: A Mathematician's Lament: How School Cheats Us Out of Our Most Fascinating and Imaginative Art Form: Paul Lockhart, Keith Devlin: 9781934137178: Amazon.com: Books- Ken Robinson's TED talk: Do Schools kill creativity? Do schools kill creativity?- How Children Fail How Children Fail (Classics in Child Development): John Holt: 9780201484021: Amazon.com: Books- Unschooling: UnschoolingSuccess consists of going from failure to failure without loss of enthusiasm. — Winston Churchill* "[Researchers] tested the effect of three forms of feedback on students’ subsequent performance and motivation: a grade, comments (noting an aspect of the task performed competently and one that could be improved), and nothing....only those who received comments did better on a subsequent qualitative task, which required creativity or problem-solving. The findings also indicated that comments supported intrinsic motivation, while grades weakened it....But what happens when professors give a grade and write comments, too? That combination must be better, right? ...The effects of a grade and comment together ... were similar to those of a grade alone. Instructors, in other words, can’t shield students from the effects of grades by including comments....Nearly all the students who received both a grade and comments remembered the grade. Fewer than half remembered any part of the comments.” [Emphasis added.]— https://www.chronicle.com/interactives/20190719_ungrading?key=mi0Bff1vaLHL09_no2Emg2V-53BYtCq4a-d9KfkjuPsJHqVHAhdWKHK4aXLrmGBQeTBaQnhDM1B0aGhTMmlMOEQtUEozREFYU2NBam1keEVUVGdlUE5xZWJMSQ&fbclid=IwAR0ob1D1xqm9HTjx4GBbaegTYolJGEL2Lk6nNxbS--1iID74ARvm-aINhDY

I believe it is still generally the case that doing things outside the mainstream system comes at a cost, even as it is necessary, brings happiness and meaning etc .. Generally speaking, the peer production of value happens in the context of a system where value is extracted by shareholders and not returned to the peer producing value creators. They are two polarities for the solutions and both are occuring. One is that there is a 'inclusive/ethical capitalism' (which can also be a disguise for neoliberal and classic capitalist extraction) movement developing, around the concept of shared value, which is looking for ways that value can be more equitably shared. On the other hand, I believe that there is also a maturing and extension of open business models that are occuring from the peer value producers themselves. I have tried to provide a summary in chapter 6 of this report on the collaborative economy, available through http://p2pfoundation.net/Synthetic_Overview_of_the_Collaborative_EconomyAmongst the strategies:1) can we create value accounting networks, like the model Sensorica is pioneering, where anyone's contributions can be honoured and monetized proportionally2) can we create transnational distributed enterprise, called Phyles (http://p2pfoundation.net/Phyles), that are ethical, commons-friendly and provide commons-contributing peer producers with income. Can we create a high quality life with others forms of capital, by mutualing a lot of services, like ecovillages have been succesffully doing for the last 20 years.Though we are now facing serious problems and issues, it's also the case that many pieces of the puzzle are slowly being pieced together.See the middle colunm of p2pfoundation.net, where the various pieces of the puzzle are presented in a feedback loop:new collaborative practices are emergingundertaken by a new type of 'ethical' economic agents,who are mutualizing their productive forcespracticing 'open' (i.e. IP-free) business modelswith access to new types of distributed fundingand are change institutions accordingly through Law and Policyaided by,New value metrics and accounting practicesP2P infrastructures for cooperation and distributed manufacturingSee the mindmaps in chapt. 4, section 11 of the full pdf version of the report on the emerging collaborative economy, athttp://p2p.coop/files/reports/collaborative-economy-2012.pdf

Every step ???Okay -Here is every small step in the chronological orderHope it helps -The Sure Steps -1. Figure out what change you want to make in the world. Nothing else matters and you should not even be beginning a company until you know the change you are passionate about making, personally and professionally.2. Begin researching the industry and your competitors.3. Determine how to create your product.4. Talk to potential customers and users for feedback.5. Come up with a name for your company and product.6. Build your pitch deck. This is particularly important if you need to raise funding.7. Create pro forma financial projections. These should show the next 3-5 years, and include a pro forma income statement and a pro forma cash flow statement and balance sheet.8. Determine how much capital is necessary to get to cash flow positive by calculating your cash flow breakeven point.9. Get feedback on the pitch deck from your mentors, advisors, friends, and family.10. Find a cofounder, if needed, whose skills complement your own and can help you achieve more.11. Select a quality corporate law firm in your area when you are ready to incorporate and get some legal advice.12. Incorporate and obtain an Employer Identification Number from the IRS13. Open your company bank account.14. Talk to your attorney about whether you should make an 83b election. These are often important in significantly reducing your taxes in a very legal way by paying your taxes upfront when you start a company.15. Build a basic product prototype or Minimum Viable Product(MVP), a term coined by Eric Ries which has become very common in startup circles over the past couple of years.16. Create employee agreements for everyone17. Create confidentiality agreements for everyone, both employees and contractors, from the beginning.18. Hold your initial Board of Directors meeting, which could just be with yourself or maybe two board members that you appoint.19. Create your Restricted Stock Unit (RSU) plan and/or your stock options plan that enable you to provide equity ownership and incentives to your employees to gain ownership in the company over time. Often you want to vest those options over a period of four to five years.20. Issue your stock certificates to yourself and to your initial founding team.21. Fund your bank account with the initial capital contribution either coming from yourself, friends or family, or peer-to-peer lending organizations like Fundable or Kickstarter.22. Determine whether you need outside capital to start.23. Raise any initial capital you need.24. Get a company debit card and credit card and apply for a corporate credit line if you need to.25. Set up your accounting software and begin putting in your chart of accounts.26. Select your payroll provider so you can actually pay your employees.27. Consider trademarking the names of your company and product. This is something to discuss with your lawyer.28. Design your logo.29. Create some business cards.30. Find office space to work out of (if you need to.)31. Furnish your office.32. Purchase any software or hardware you need.33. Get Internet access set up, which is obviously critical in a tech company.34. Obtain a Universal Product Code (UPC) if your product is going to be sold in stores.35. Design any labeling and packaging if needed.36. Finish your initial alpha/prototype product and bring it to market regardless of whether it’s a tangible product or an intangible software good.37. Get initial user and customer feedback.38. Order your initial inventory, if needed.39. Register your domain name40. Design your company website.41. Install a tracking tool like Google Analytics on your website42. Add a shopping cart if you choose to pursue e-commerce.43. Get a merchant account if you want to accept credit cards.44. Sign up for an email list tool like iContact or MailChimp.45. Optimize your website for the search engines by adding content or adding a blog and getting other websites to link to you.46. Install a Customer Relations Management (CRM) system—a tool that can track your customer base and the interactions you have with your customers and users.47. Hire your initial staff to be able to begin your operations.48. Create your company values and mission statement49. Announce your product launch to the local media.50. Hold your launch event and start selling.Those are the first 50 steps to being ready to sell your product. The next 50 steps are all about once you start selling, how you can build your business to your first million dollars in sales.51. Hire a team to fulfill your orders and provide customer service.52. Start an affiliate program or distributor program, which enables you to get other people to sell your product for you for a percentage of the sale.53. Recruit affiliates and distributors.54. Set up an ad tracking system so you can track your advertising and the results, conversion rates, and cost per lead.55. Try different online advertising techniques like cost-per-click advertising with a small test budget.56. Get some results for that advertising.57. Optimize and scale it as needed.58. Determine the cost of acquisition per lead for each channel.59. Determine the conversion rate for each channel. Then you can combine those to determine the customer acquisition cost by channel.60. Calculate the lifetime value (LTV) of a customer. Once you know that, you’ll know how much you can spend to acquire a new customer, which is critical to being able to scale your business’s marketing scientifically. If you can combine great storytelling with scientific marketing and trackable channels, you can rapidly grow your sales.61. Test your marketing and advertising with a bigger budget now that you know your LTV.62. Test social advertising and display ads, and calculate the return on investment.63. Scale your advertising up until the marginal cost of customer acquisition is equal to the marginal return from that customer acquired.64. Optimize your advertising to bring down your customer acquisition cost.65. Collect testimonials and use cases from those customers and perhaps even build a few PDF case studies.66. Create social word of mouth for your product, using a tool like HootSuite to manage what’s being said in the media about you, your product, and your brand.67. Create a YouTube video promoting your product.68. Attend an industry trade show or conference.69. Consider selling your product in bulk at wholesale to get more sales and initial brand awareness.70. Bring on a bookkeeper to automate your accounting system so you can stop doing it yourself now that you may have started to have some real revenues.71. Create an employee directory, once you get beyond a handful of employees.72. Begin reviewing your profit and loss (or your income statement) and your balance sheet monthly.73. Compare your initial forecast with actual results. Take the budget that you created before you began and compare that initial pro forma forecast with your actual profit and loss results. Compare the deltas and talk about them as you create your next iteration of your budget. Eventually you’ll begin creating budgets annually and locking in those budgets and calling those the plan, and then comparing actual results on a monthly basis against your annual board-approved plan.74. Hire your first salesperson.75. Create a sales compensation plan that enables you to pay someone either on a percentage of sales basis or based on the units they deliver by converting customers or up-selling customers.76. Set up a company healthcare program and other benefits for your employees.77. Establish your vacation policy.78. Test offline advertising carefully. You’ll want to put some toes in the water around offline advertising like direct mail or maybe local radio, and begin to test and get results and determine if it works for you. It takes a lot of testing to make your offline advertising scale.79. Create an online wiki or intranet for your company where you can keep track of your processes.80. Create a digital company handbook that can be edited and improved by your employees, like a Wikipedia article.81. Open up a credit line with your bank. The best time to go after funding is when you don’t need it. If things are going well, go ahead and open that credit line.82. Create an offsite work policy. Some of your employees may want to work remotely. Generally, as long as they’re getting their work done and are able to show up to the meetings you do have, which should be pretty minimal initially, you should be able to enable them to work offsite a couple days a week.83. Once you can show that $1 in means $4 in revenue, raise capital.Until then, bootstrap as much as you can. Only raise your initial round of capital once you have a mathematical model for scalability, then go out and raise a true series A round of funding if you choose.84. Create a list of firms from which to raise initial growth funding.85. Update your pitch deck with the new data, new mentors, and new team members.86. Build relationships with industry bloggers and different people in the media.87. Seek product reviews.88. Hire an Executive Assistant (EA) or an office manager to manage your schedule and the business’s day-to-day tasks.89. Hold your first company retreat.90. Take customer feedback and improve your product. You will want to create a product management process to incorporate customer feedback on an ongoing basis. Use this process to take your initial alpha, turn it into a beta, and then turn it into a general release, incrementally improving as you go.91. Get connected to investors through people you know.92. Have initial get-to-know-you meetings for investor feedbackabout six to nine months before you’re ready to raise capital.93. Under-promise and over-deliver on your financial and milestone results for the next 90 days.94. Determine how much capital to raise. A good rule of thumb is to raise at least twice as much as you’re going to need for the next one year of operations.95. Return to the firms you like for partner presentations.96. Do 20 partner presentations in 1-2 weeks. You need to have a disciplined, tight process for this.97. Get at least two term sheets.98. Negotiate and sign a term sheet.99. Complete all the diligence requests that come to you100. Close on your investment capital. Make sure the wire hits your bank account. Now it’s time to grow and scale a real company. The hard work now begins