Improving School Governance using an Action Learning
Approach
527856-LLP-1-2012-1-PT-COMENIUS-CMP
Work Package 6: Exploitation
Deliverable 9.2: Final Exploitation Plan and sustainability report
Document information
Due date of deliverable
Actual submission date
Organisation name of lead contractor for this
deliverable
Version
28/02/15
20/04/15
Contour Educational Services (M Kirsh)
1
Dissemination Level
P
Public
□
PP
Restricted to other programme participants (including the
Commission Services
□
RE
Restricted to a group specified by the consortium (including the
Commission Services)
□
CO
Confidential, only for members of the consortium (including the
Commission Services)
X□
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Quality Control Check
Y/N
Reviewer
recommendations/comments
Generic Minimum Quality Standards
Document Summary provided (with adequate synopsis of
contents)
Y
IGUANA format standards complied with
Y
Language, grammar and spelling acceptable
Y
Objectives of Description of Work covered
Y
Work deliverable relates to adequately covered
Y
Quality of text is acceptable (organisation and structure;
diagrams; readability)
Y
Comprehensiveness is acceptable (no missing sections;
missing references; unexplained arguments)
Y
Usability is acceptable (deliverable provides clear
information in a form that is useful to the reader)
Y
Deliverable specific quality criteria
Deliverable meets the 'acceptance Criteria' set out in the
Quality Register (see Table 5)
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Checklist completed by
Signature:
Date: 27/04/15
DELIVERABLE REVIEW HISTORY
Version
Name
Status *
Date
Summary of changes
1
F Verboon
A
19/09/14
Exploitation results
2
M Kirsh
A
10202/15
Exploitation actions
3
J Cullen
A
14/03/15
Updated and expanded
3
F Verboon
SIR
23/04/15
Clarifications to SWOT analysis and
Road Map; Expand Summary
4
J Cullen
A
24/04/15
Incorporation of
from peer review
5
C Child
PIR
27/04/15
Spelling corrections; add data to Table 1
recommendations
*Status: Indicate if: Author (including author of revised deliverable) - A; PIR – Primary internal reviewer;
SIR – Second internal reviewer; ER – External Reviewer
CONTENTS
1.
Purpose of this document ............................................................................................................... 7
2.
Methodology used for developing the exploitation and sustainability Plan .................................. 8
3.
Implementation of the Methodology ............................................................................................. 9
3.1
3.1.1
The project assets .......................................................................................................... 9
3.1.2
Validation of the assets ................................................................................................ 10
3.1.3
Intellectual property rights .......................................................................................... 10
3.2
Data collection and mapping ....................................................................................... 11
3.2.2
Awareness-raising and promotion ............................................................................... 11
3.2.3
Events ........................................................................................................................... 12
Analysis and integration of results........................................................................................ 20
3.3.1
Results from the IGUANA pilot evaluation................................................................... 20
3.3.2
Assessment of potential market and demand ............................................................. 22
3.4
5.
Implementation actions ........................................................................................................ 11
3.2.1
3.3
4.
Preparatory Actions ................................................................................................................ 9
SWOT Analysis....................................................................................................................... 22
Proposed IGUANA exploitation and sustainability methodology ................................................. 25
4.1
Service models ...................................................................................................................... 25
4.2
Implementing the Methodology ........................................................................................... 27
Exploitation Road Map.................................................................................................................. 28
Annex I: Provisional Service Offer ......................................................................................................... 29
SERVICE OFFER ...................................................................................................................................... 29
Scope of this service offer ................................................................................................................. 29
Specification of the service offered .................................................................................................. 29
Service costs ...................................................................................................................................... 31
Deliverable Summary
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This Deliverable presents the Final Exploitation report and Exploitation and Sustainability
Plan for IGUANA. It revises and updates the Report and Plan presented in Deliverable 9.1.
The Report firstly sets out the overall methodology through which the Exploitation and
Sustainability Plan was developed. This is based on an ‘Action Learning’ approach that
covers: preparatory actions; initial Plan; implementation actions; analysis and integration;
final Plan.
It sets out the IGUANA assets, how these can be used to provide services for potential users
and the decision taken by the IGUANA consortium with regard to the utilisation of these
assets, including agreed IPR. The key assets identified are: an Emotional Intelligence and
Organisational Intelligence competence framework that maps out EI and OI competences,
their attributes and their learning outcomes; an online tool that applied the competence
framework to assess the levels of emotional intelligence on a personal level, based on 12 EI
competences, and levels of organisational intelligence, based on 7 OI competences, from the
perspective of organisations; an online course developed to help individuals and organisations
to increase emotional and organisational intelligence with the collective aim to reduce
resistance to change; an online community to collect and share knowledge about this topic;
supporting tools to embed the tools, courses and community.
The Deliverable reports on the exploitation actions that have been carried out by partners,
together with their outcomes and implications for IGUANA going forward. A total of 50
exploitation actions have been carried out. These covered both ‘primary’ and ‘secondary’
IGUANA target groups including Ministries of Education and Health; educational social
innovators and social entrepreneurs; training providers, teacher training institutions,
educational content providers; school leaders and school governors, future school leaders,
national school leaders associations, teachers; drugs and alcohol service providers; Young
Offender Education Centres; hospitals; UK NHS Citizen members.
The data analysis is then integrated into a SWOT analysis. The SWOT analysis concludes that
the main strengths of IGUANA are the lack of a comparable existing programme; the
availability of an established evidence base from the pilot evaluation to show that IGUANA
works and in what ways; the evidence of strong potential demand; the existence of an
established partnership; the high transferability to other sectors. The main weaknesses are
little capital available for development and start up investment; the lack of training and
consultancy partners currently engaged at the local level to deliver the programme. The
main opportunities are: a favourable policy environment; the need in the education sector
for systemic change and innovation; opportunities in the health, social innovation and youth
inclusion fields. The main threat is an already established EI assessment industry could take
advantage of IGUANA’s ‘open source’ environment to migrate the tools and colonise a
market.
On the basis of the exploitation results, a methodology for exploitation is proposed. This sets
out four possible service models and associated business models: an ‘Open Access’ model;
an ‘Intermediary’ model; an ‘Ecological’ model; a ‘Quadruple Helix’ model.
The final section of the Report outlines a Road Map for implementing this approach which
envisages a phased timetable starting with setting up the legal and business framework for
exploitation; identifying and engaging with partners and training providers; developing the
service models; revising the tools and content and carrying out targeted actions.
Annex I provides a provisional Service Offer.
1. Purpose of this document
The purpose of this document is to provide an outline for the exploitation activities and
sustainability of IGUANA beyond the lifetime of the project. It provides a review and update of
D9.1 – Exploitation Plan.
According to the IGUANA proposal, the main objectives of work package 9 – Exploitation – are to:

raise awareness of project and its outputs among potential users and new partners;

engage these groups in collaboration to develop networks;

develop a sustainability plan and business model for IGUANA products and services.
This report includes exploitation scenarios and business models, key market segments and sectors,
sources of revenue and funding for future development of IGUANA products and services; potential
end users, partners and networks. The report furthermore includes activities undertaken by the
project partners, their results and commitments from exploitation partners.
Against this background, this document presents below:
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the methodology used to develop the sustainability and exploitation approach (Section 2)
the results of the implementation of this methodology (Section 3)
the final proposed approach and methodology for exploitation and sustainability (Section 4)
an implementation plan and timeline for implementing the approach (Section 5)
A draft Service Offer for delivering IGUANA services (Annex I).
2. Methodology used for developing the exploitation and sustainability
Plan
The overall approach to develop the proposed Plan for exploitation and sustainability was based on
an ‘action learning cycle’. This is depicted in Figure 1.
Figure 1: The Action Learning Cycle approach to exploitation and sustainability
Preparatory
Actions
Final
Exploitation
and
Sustainability
Plan
Analysis and
Integration
Initial
Exploitation
Plan
Implementation
Actions
As Figure 1 shows, the exploitation action learning cycle consisted of five stages:
•
•
•
•
•
Stage 1: Preparatory Actions. This involved ‘scoping’ activities within the IGUANA
consortium, aimed at identifying the project assets and products; their ownership and IPR;
the likely consumers of these products; the evidence required to assess their usability and
value.
Stage 2: Production of the Deliverable 9.1: Exploitation Plan, using the results of the
preparatory actions and specifying the procedures to take the exploitation effort forward.
Stage 3: Implementation actions. These had two purposes. Firstly, collecting and analysing
primary data – from partners and from stakeholders – to add more depth to the
exploitation plan. Secondly, running exploitation events to publicise IGUANA products and
engage potential users of these products in future collaboration.
Stage 4: Analysis and integration. This stage entailed integrating and synthesising the results
of the preceding actions to provide inputs to the final phase of the cycle.
Stage 5: Final Exploitation and Sustainability Plan. This entails the production of Deliverable
9. 2 (this Report) - an updated version of the earlier deliverable with a ‘roadmap’ that takes
IGUANA beyond the end of its funded life cycle.
3. Implementation of the Methodology
3.1
Preparatory Actions
In this phase, the IGUANA partners set up an Exploitation Workgroup. This met on-line and face to
face over the project duration. The group is a sub-group of the consortium. Its role was to oversee the
exploitation and sustainability strategy. It included representatives of the following partners: Arcola,
CEPCEP, ESHA and Contour. The main outcomes form the Working Group were: proof of the Iguana
approach and translation of the approach into a value added approach for exploitation partners.
3.1.1
The project assets
The project consortium partners have developed the following assets:
-
-
-
An Emotional Intelligence and Organisational Intelligence competence framework that maps
out EI and OI competences, their attributes and their learning outcomes.
An online tool that applied the competence framework to assess the levels of emotional
intelligence on a personal level, based on 12 EI competences, and levels of organisational
intelligence, based on 7 OI competences, from the perspective of organisations. This tool is
available online and can be used free of charge by individual end-users.
An online course. An online course has been developed to help individuals and organisations
to increase emotional and organisational intelligence with the collective aim to reduce
resistance to change.
An online community. This community will be used by people that are using the tools and the
courses to collect and share knowledge about this topic
Supporting tools to embed the tools, courses and community into organisational practice
In combination, these assets can be used to provide a collaborative learning environment within
schools (or indeed any organisation) in which students, staff and management feel safe and secure to
share their ideas, learn from each other and grow. The learning environment is delivered through the
IGUANA online platform, supported by face to face support from the IGUANA team. It provides
governors, head teachers and teachers with a self-directed programme aimed to help their schools to
innovate and change. It does this through:

giving explanations and an initial self-assessment exercise to help map the Emotional
Intelligence (EI) and Organisational intelligence (OI) of the participants and their schools;
 providing access at three levels to related learning and development content to develop in
each of the key EI and OI competencies (Discovery- simple explanations and resources to
introduce each of the concepts; Practical –resources to apply the learning in practice and
real life situations; Technical – articles and content to deepen understanding and apply to
continued practice).
 emphasising practice through a set of activities: the Theory of Change/Innovation workshop
engages participants in applying their learning in their own schools and provides practice
and cases for the Action Learning Sets.
 a Peer Review programme which involves a number of schools working and learning
together on specific themes in relation to the change work they are undertaking as part of
the IGUANA programme.
During the project, all assets have been made available to all, free of charge at the following address:
http://www.iguana-project.eu/
3.1.2
Validation of the assets
The Iguana approach have been validated in practice in a number of phases. During the European
School Heads Association’s General Assembly meeting in October 2013, over 50 representatives of
national school heads associations reviewed the tools and reported several areas of improvement.
The following tools and courses have been reviewed:
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
the ‘emotional well-being’ course;
leadership and authority course;
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governance management;
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and evaluation course
The feedback of the representatives of national school heads associations can be read online at:
http://iguanaportal.wikispaces.com/WP+6+Evaluation+of+4+and+5
The second step was the validation of the approach and the assets in pilot schools, within the context
of a more intensive evaluation of the IGUANA programme as a whole, and the collection of evidencebased conclusions on whether and in what ways the programme works. 12 educational enterprises
(11 schools and 1 adult ‘special needs’ centre) actively piloted the approach during the course of the
project and have underlined its validity. The results of the piloting phase are published at
http://iguanaportal.wikispaces.com/WP+6+Evaluation+of+4+and+5
The overall conclusion is that the Iguana tools and courses are a very effective means to reduce
resistance to change in schools. The key findings of the piloting and its evaluation, with reference to
the sustainability and exploitation of IGUANA, are presented in more detail in Section 3?? below.
3.1.3
Intellectual property rights
The consortium partners have decided that the tools and courses and other assets – with the
exception of consultancy services provided to users who need support in adapting the tools and
courses and with developing their Innovation Plans - will be made available free of charge, without IP
restrictions for non-commercial use. The purpose of this decision is to make the tools and courses
available for a broad community of end users, to test its validity and collect feedback.
For commercial entities, the IGUANA consortium has specified the intellectual property rights (IPR)
attached to each product.. The IPR Agreement typically specifies:

The Background , which refers to pre-existing IP rights that are required to implement the
project. It concerns any information, techniques, know-how, software and materials
(regardless of the form or medium in which they are disclosed or stored) that are provided by
one party to another for the use in the project.

The Foreground, which refers to the results know-how, inventions, software and other
identified IP that are generated in the framework of the project.

Access to and utilisation of the background and foreground, with respect to consortium
members, potential future users and the wider public.

The consortium partners decided that during the course of the project, the tools and courses
will be made available free of charge, without IP restrictions. The purpose of this decision was
to make the tools and courses available for a broad community of end users, to test its validity
and collect feedback.
The consortium partners have develop a Service Offer for commercial users. This sets out how
consultancy service will be provided to both ‘end-users’ and ‘intermediaries’ (e.g. training
providers). This is provided in Annex I to this Deliverable.

3.2
Implementation actions
The Stage 3 exploitation activities – implementation actions – can be divided into three sets:
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Data collection and mapping
Awareness-raising and promotion
Events
3.2.1
Data collection and mapping
This focused on a stakeholder analysis of potential partners/users, based on a template to standardise
analysis. The Stakeholder Analysis has identified the ‘primary’ target: key groups with an interest in
the project and its outputs. These target groups are:
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Educational innovation networks: groups of schools or companies that are focused on
implementing innovations at schools. The Iguana assets will enable them to reduce one of the
most important barriers to innovation: resistance to change
Leading schools. In most countries, leading schools are the schools that are leading in their
innovative approach. Most of them welcome visits from other schools. These leading schools
could pave the road to other interested schools.
Consulting and Training Companies. Consulting companies help schools implement innovative
pedagogic practices. The Iguana tools will enable them to enrich and broaden their service
offering.
School Heads Associations. School Heads Associations often offer consultancy services with
an innovative nature. These tools will enable school leaders to address resistance to change
and emotional intelligence at their schools.
In the latter phase of the project, the exploitation strategy was extended to explore the potential
transferability of IGUANA to other sectors beyond the educational world. Three ‘secondary’ target
groups were identified:
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
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Social innovation networks: individual and clusters of organisations involved in social
innovation and social entrepreneurship, with a particular focus on ‘social technologies’.
These actors are generally recently-established and have a particular interest both in
improving their organisational effectiveness, and in engaging with ICT-based innovation
The Health sector: ministries, hospitals and other health providers, with an interest both in
the ‘emotional and mental well-being’ aspect of IGUANA and in organisational innovation
The youth inclusion sector: Ministries, service providers and third sector organisations
working in fields related to IGUANA, particularly youth offending, educational drop-outs and
‘NEETs’ (not in education, employment or training).
A database of potential partners and users was set up in the IGUANA ‘wiki’. This exploitation contacts
database consists of the following contacts:
-
Local consultancy firms focusing on schools.
National teacher associations
National school heads associations with a service practice.
Working groups and communities focusing on school heads and teachers
Pedagogical universities
3.2.2
Awareness-raising and promotion
The expected benefits have been translated into a value proposition and written down in the
exploitation leaflet that is published at http://iguanaportal.wikispaces.com/WP+9+Exploitation This
leaflet is used for exploitation and broad communication purposes.
In addition, the exploitation effort was linked to the broader dissemination strategy for IGUANA. A
total of 12 dissemination events were implemented, involving over 700 participants, plus the final
Conference in Dubrovnik, attended by 110 school heads.
3.2.3
Events
The contacts database was used to provide the foundation for a programme of exploitation events
the aim of which was to identify and engage with potential partners and users at a local and national
level. The events were mainly targeted at policy-makers, governance associations, school leaders,
consultancy firms and training providers.
Table 1 summarises the exploitation events carried out by the consortium partners. As Table 1 shows,
around 50 exploitation events were carried out in Croatia, Serbia, Lithuania, Portugal, UK, Ireland and
Greece, as well as a range of on-line events. These covered both ‘primary’ and ‘secondary’ IGUANA
target groups including:
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Ministries of Education and Health
Educational social innovators and social entrepreneurs
Training providers, Teacher Training Institutions, educational content providers
School leaders and School Governors, future school leaders, National school leaders
associations, teachers
Drugs and alcohol service providers
Young Offender Education Centres
Hospitals
UK NHS Citizen members
Key outcomes of these events are:
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Analysis of feedback from the events with the primary target group from the schools sector
confirmed there is overall strong interest in and demand for the IGUANA tools, learning
programme and services.
The ‘Open Discovery Space’, which includes a network of teachers who act as change agents
in their schools, have been invited to use IGUANA as part of the training of these workshops,
which are planned to be organised in all 20 countries by end of May 2015.
The Entreprenasium innovation network in the Netherlands will use the Iguana tool set as a
part of their standard implementation services.
An on-line community of school leaders and future school leaders has been established in
Ireland.
In Portugal, Iguana will be introduced as a separate module in the 5th edition of the
Innovative Leadership Programme, beginning April 2015, involving 50 school principals and
150 intermediate school leaders.
In Portugal, CEPCEP, the Ministry of Education and a number of school principals, are
underway to explore the financial and technical feasibility of running a sustainable Iguana
assistance to a first batch of about 15-20 schools interested in Iguana implementation.
Plans to run Iguana in schools of the Autonomous Region of Açores, included in a
customised Innovative Leaders Programme, are also under way and are at an advanced pilot
stage.
The programme will be extended as a pilot to the Autonomous Region of Açores, nine
atlantic islands, in the framework of a customised Innovative Leaders Programme and
integrated in an early school drop-out package project.
The events in Greece demonstrated the transferability of IGUANA to the drugs and alcohol
rehabilitation sector. KETHEA – the largest service provider in this sector in Greece – has
commissioned a roll-out of the programme nationally from May 2015.


There is interest from 3 Lisbon hospitals to train the hospitals’ top management using
IGUANA.
In the UK, TIHR is exploring exploitation of IGUANA with NHS Citizen members from UK
webstreaming business Public-i.
Table 1: IGUANA Exploitation Actions
Partner
Date/Location
Purpose
EA
September
24,
2014Belgrade
Metropolitan
University
Exploitation
of
the
IGUANA
assessment tools and learning
content by the Open Discovery Space
school
network
http://portal.opendiscoveryspace.eu
, that currently numbers more than
2100 schools from 24 European
countries. The aim of the network is
to promote school innovation
therefore the IGUANA tools and
approach would be very useful to the
ODS schools.
Contour
Apr, Jul, Nov, Dec
2014.
Contour
Educational
Services,Warwick
Contour
25 schools and
educational
enterprises in SE
England, from May
2013-Dec 2014
To present IGUANA to senior
management of Contour’s HQ; to
raise awareness of potential
expansion of IGUANA within
Contour’s service delivery
Recruitment of schools to use
IGUANA platform and tools
Target group/
Participants
Approximately 45 Open
Discovery Space project
partners,
representing
various bodies from 20
European
countries
(Austria, Belgium, Bulgaria,
Croatia, Cyprus, Estonia,
Finland, France, Germany,
Greece, Ireland,
Italy,
Latvia,
Lithuania,
the
Netherlands , Portugal,
Romania, Serbia, Spain, UK)
i.e. Ministries of Education
and
public
bodies,
University
Departments,
Teacher
Training
Institutions,
educational
content providers
Senior Management of
Contour
Activity
Outcome
PresentationIntroduction to
IGUANA
The National Coordinators of Open Discovery
Space, who are in charge of motivating and
empowering their national school networks
were encouraged to introduce the IGUANA
tools and approach to teachers and schools.
Open Discovery Space also includes a network
of teachers who act as change agents in their
schools and are periodically invited to take part
in training workshops, which are intended to
improve their change management skills.
Suggestions were made to these National
coordinators to use IGUANA as part of the
training of these workshops, which are planned
to be organised in all 20 countries by end of
May 2015
Full presentation
and workshops
Contour waiting for results from IGUANA
evaluation to assess exploitability potential
School leaders and School
Governors
Presentations
and workshops
1 school engaged in IGUANA piloting
Partner
Date/Location
Purpose
Target group/
Participants
Consultants and board of
the
Entreprenasium
consortium.
Entreprenasium
is
an
innovation
network
focussed
on
implementation
of
entrepreneurship
education
in
The
Netherlands
Activity
Outcome
ESHA
3/9/2015, ESHA
offices in Utrecht
Adoption of the Iguana courses and
tools
Presentation of
the Iguana tools
to
the
Entreprenasium
Innovation
group.
Entreprenasium will use the Iguana tool set as
a part of their standard implementation
services
One of their schools (The Pieter Groen College
in Katwijk, The Netherlands) is now working on
resistance to change
ESHA
26/10/2014
Dubrovnik
In
Adoption of the Iguana courses and
tools by the national school heads
associations
42 management members
and presidents of national
school leaders associations,
board of the European
School Heads Association
Presentation of
the Iguana tools
and
courses.
Exploitation
questionnaire
Several national school leaders associations
expressed their interest and are waiting for the
follow up (offers etc)
IMI,
Vilnius
University
National teacher
conference on IT
projects
for
schools, June 6,
2014, Vilnius
Raise awareness of IGUANA; engage
Innovation Groups in using the
platform and tools
Workshop on use
of IGUANA tools
25 attendees
27th September
2014.
Google
European
HQ,
Dublin, Ireland.
Presentation of the IGUANA Learning
Programme
to
Post-Graduate
students on the Post-Graduate
Certificate in 21st module. To provide
attendees
with
a
hands-on
experience of the IGUANA selfassessment tools.
Innovation
groups
Lithuanian
Computer
Society, The Training Group,
modern Balsiai School,
Education
Development
Centre
Current and future school
leaders
undertaking
Continuous
Professional
Development
Trinity
College,
Dublin
Presentation
hands-on
workshop
Attendees have been included in the 'Iguana
Ireland' Google+ database.
/
Partner
Date/Location
Purpose
Target group/
Participants
The contacts list for the
IGUANA Ireland Google+
profile
Activity
Outcome
Trinity
College,
Dublin
Sep, 2014. Google
on-line
Development of a Google+ profile
providing access to Google Docs
tools: Iguana Ireland. To provide
IGUANA users with a platform to
assist with interpreting the results of
the EI & OI self-assessments
Google on-line
environment
On line community established
Trinity
College,
Dublin
15th
September
2014. Croke Park
Conference
Centre, Dublin
Introducing the IGUANA Platform to
school leaders and managers.
School
principals
representatives
management bodies
and
of
Presentation
hands-on
workshop
/
Attendees have been included in the 'Iguana
Ireland' Google+ database
Arcola
8-10 Dec 2014,
KETHEA
offices,
Thessaloniki
Assess the transferability of the
IGUANA platform and tools to health
sector
Presentation
hands-on
workshop
/
All participants rated IGUANA as potentially
very useful in their professional practice
Arcola
15 Dec 2014,
Tabernacle Street,
London
Assess the transferability of the
IGUANA platform and tools to social
innovation sector
22 professional staff from
KETHEA – the largest
provider of rehabilitation
services in drugs and
alcohol
10 representatives of social
innovation organisations
Presentation
hands-on
workshop
/
All participants rated IGUANA as potentially
very useful in their professional practice
Arcola
15-17 Jan 2015,
KETHEA
offices,
Athens
Assess the transferability of the
IGUANA platform and tools to health
sector
25 professional staff from
KETHEA – the largest
provider of rehabilitation
services in drugs and
alcohol
Presentation
hands-on
workshop;
exploitation
focus group
/
All participants rated IGUANA as potentially
very useful in their professional practice
Arcola
16-17 Feb 2015,
KETHEA
offices,
Athens
Demonstrate the transferability of
the IGUANA platform and tools to
health sector
26 members of the KETHEA
senior management team
from all Greek regions
Presentation
hands-on
workshop;
exploitation
focus group
/
KETHEA management team requested roll-out
of programme to all KETHEA staff across
Greece. KETHEA Director and Board have
commissioned Arcola to do the roll-out
Partner
Date/Location
Purpose
CEPCEP,
Catholic
University
of
Portugal
Nov 2013 – March
2015. On-line; face
to
face
presentations and
meetings in both
Lisbon and Angra
do
Heroísmo,
Terceira
Island
(Açores
Develop
exploitation
and
sustainability of IGUANA in education
sector; explore transferability of
IGUANA platform and tools to health
sector and youth offending sector.
Extend the Iguana concept to special
regions in Portugal (i.e. the 9 island
Autonomous Region of Açores)
Target group/
Participants
i) 6 Education Centres –
institutions working with
circa 250 young offenders
ii) 50 school principals, who
had been involved in the
Innovative
Leadership
Programme (an original
initiative undertaken in a
joint venture involving both
the MoE and MSN) iii) a
cluster of 3 leading
hospitals in the Greater
Lisbon Area (S. Francisco
Xavier, Egas Moniz and
Santa Cruz) iv) Autonomous
Region of Açores
Activity
Outcome
On-line; face to
face
presentations
and meetings.
Testing
of
IGUANA
selfassessment tools
i) growing interest from several school
principals to undertake a more systematic
Iguana
approach,
encompassing
training/technical assistance and coaching
processes ii) interest from 3 Lisbon hospitals to
train the hospitals’ top management iii) Iguana
will be introduced as a separate module in the
5th edition of the Innovative Leadership
Programme, beginning April 2015, involving 50
school principals and 150 intermediate school
leaders
https://sway.com/TP5yPWc0o3UFCcyL).
iv) Contacts between CEPCEP, the MoE and a
number of school principals, are underway to
explore the financial and technical feasibility of
running a sustainable Iguana assistance to a
first batch of about 15-20 schools interested in
Iguana implementation. v) Plans to run Iguana
in schools of the Autonomous Region of
Açores, included in a customised Innovative
Leaders Programme, are also under way and
are at an advanced pilot stage vi) the
programme will be extended as a pilot to the
Autonomous Region of Açores, nine atlantic
islands, in the framework of a customised
Innovative Leaders Programme and integrated
in an early school drop-out package project,
including both prevention (early signalling and
cognitive + soft skills training of key staff,
family members and students) and
remediation activities (namely covering NEETs)
Partner
Date/Location
Purpose
THIR
February
and
March
2015.Tavistock
Institute, London
To identify whether IGUANA is an
appropriate vehicle to support the
culture change required in NHS
England, what kinds of sites would be
appropriate and how it would need to
be adapted before it was used
TIHR
November 2012
March 2014
Practitioner
Certificate
in
Consulting
and
Changing
Programme (P3C)
at Horsley Park,
Surrey,
United
Kingdom
Dr Joe Cullen spoke On poetry and
organisational stuckness to ‘test’ the
concept of stuckness as an
organisational state and offer an arts
based intervention that enables
engagement and exploration of this
among organisational development
and change practitioners as a means
to
introduce
the
IGUANA
programme.
Target group/
Participants
TIHR project team and NHS
Citizen members from UK
webstreaming
business
Public-i
Two cohorts of the TIHR P3C
programme
International participants
came
from
diverse
organisational specialisms
including HR, organisational
culture
and
design,
psychodynamic consultancy
and evaluation research
working across education,
pharmaceuticals,
engineering,
chemical,
commercial
consultancy,
health,
faith
based
organisations in the public
and private sectors.
Activity
Outcome
Presentation and
discussion
of
IGUANA as an
offer
in
its
present form and
with
potential
adaptations. Also
discussions about
its relevance to
the NHS and how
and when we
could present it
to the current
NHS
Citizen
client.
Coming Unstuck
is a participatory
workshop with
Joe Cullen Debby
Klein and Clare
Cullen. The aim of
the workshop is
to introduce the
concept
of
‘stuckness’ and
hence IGUANA by
getting potential
clients
to
understand
better
how
organisations can
surface resistant
behaviours and
Potential for exploitation of the IGUANA
programme in NHS England is high, if it created
either with a specific UK NHS focus or if the
assessments and materials are made more
neutral. A possibility is that we source
additional funding to support its development.
Sources not yet identified but commitment is
there to take it forward within the IGUANA
team.
Potential for exploitation of the IGUANA
programme among this practitioner group who
are grappling with questions of organisational
culture change and subsequently we offered
them the OI and EI assessments as part of their
work on looking at organisational culture and
designing appropriate interventions.
Potential to exploit elements of the IGUANA
programme as part of the P3C educational
material in the future and internationally
where it is running in Latin America.
their underlying
dynamics.
TIHR
July 2013, The
Tavistock Institute
Dr Joe Cullen spoke On poetry and
organisational stuckness to ‘test’ the
concept of stuckness as an
organisational state and offer an arts
based intervention that enables
engagement and exploration of this
among organisational development
and change practitioners as a means
to
introduce
the
IGUANA
programme.
TIHR Lunchtime talk Food
For Thought series open
event
The audience comprised
TIHR staff, council and
associates;
evaluation,
research and organisational
consultancy practitioners.
Presentation,
workshop
and
discussion.
Potential to run the Coming Unstuck workshop
or variations of it to new clients/markets
having taken into account feedback from
participants on making it more culturally
relevant and making it more participative.
CEPCEP
/Arcola
28 Jul 2014. Online
skype
meeting.
Explore
collaboration
between
IGUANA, Microsoft and ‘Deep
Learning’ Programme - global
programme
involving
Intel,
Microsoft,
Promethean,
Collaborative Impact.
Kerstin Panton, Microsoft
and
Greg
Butler,
Collaborative Impact
Skype meeting
Agreement to continue to explore potential
collaboration between IGUANA and ‘Deep
Learning’ Programme
3.3
Analysis and integration of results
This sub-section presents additional analysis aimed at assessing the exploitation and sustainability
potential of IGUANA based on: a review of the results of the IGUANA piloting activities and their
evaluation; a brief assessment of the potential demand for IGUANA tools, learning programme and
services. This additional data analysis is then integrated with the results from the IGUANA
exploitation activities to provide a broad picture of exploitation and sustainability potential. A SWOT
analysis is then applied to the analysis to provide a more quantified assessment of potential.
3.3.1
Results from the IGUANA pilot evaluation
The IGUANA programme was piloted and evaluated in 12 educational institutions in six EU countries:
the UK, Greece, Portugal, Ireland, Lithuania and the Netherlands. These reflect different types of
organisation, stakeholder groups, environments and educational and governance models. They
represent a range of ‘presenting problems’ that IGUANA was developed to address but share a
common interest in working with resistance to change. The core user group that participated in the
full piloting process consisted of 98 members of the 12 participating organisations. This group was
made up mainly of principals and school leaders and teaching staff, but included a small number of
school governors, students and other staff. The programme also involved a broader ‘secondary user
group’ mainly consisting of members of the European School Heads Association, the Lithuanian
Teachers Network and school principals from Portugal who were involved in validating the IGUANA
tools.
The key results from the piloting and evaluation, with regard to their relevance for exploitation, are
as follows:






The IGUANA approach and model proved very effective as a framework in which educational
enterprises could identify the factors contributing to organisational ‘stuckness’ and the
obstacles preventing innovation in their organisations. It provided a space to reflect on these
factors and obstacles, develop strategies to address the issues and implement a plan to put
the strategy into practice.
In all pilot locations, the two elements of the IGUANA programme seen as most effective and
most valuable were the EI/OI self-assessment tools and the Action Learning Sets. Their real
value was as a catalyst to allow members of the organisation to surface and explore the
tensions and processes below the surface that were conspiring to inhibit innovation.
The Assignments were seen as moderately effective. The EI and OI Learning Modules (Content
Repository) were rated between slightly and moderately effective. The Peer
Review/Benchmarking system was the least well rated in terms of effectiveness
comprehensiveness and usability.
The mapping of EI competences carried out in the pilots, using the EI self-assessment tool,
showed that, although EI competences appear to be moderately well-developed overall, the
range and level of competences is uneven, with low levels of competence in key areas. EI
competences are particularly weak in the areas of ‘Self-confidence’, ‘Stress management’ and
‘Anxiety Management’.
The mapping of OI competences carried out in the pilots, using the OI self-assessment tool,
showed OI competences are less well-developed than EI competences, and are also unevenly
developed. OI competences are particularly weak in the areas of ‘Evaluation’ and in
‘Groupishness’ (working together to promote a shared vision of the organisation).
Overall, taking part in the IGUANA learning programme had no major effect in terms of
improving participants’ EI competences and in fact is associated with a decrease in EI
competences overall. Similarly, taking part in the IGUANA learning programme had no major
effect in terms of improving or decreasing the participant organisations’ OI competences. OI
scores only improved over the pilot period in one area - with an increase in the ‘evaluation’
score.


However, the pilot evaluation clearly showed that IGUANA had a significant effect on
developing specific EI and OI competences that are seen as essential to reduce stuckness and
support innovation in a particular school situation. What happened in the IGUANA pilot
organisations was that the participating schools used the EI/OI assessment tools to identify
particular weaknesses in their organization, worked with the Action Learning Sets to explore
these weaknesses and come up with solutions, and then developed Innovation Plans to
implement these solutions.
This suggests that the original ‘intervention model’ used in the IGUANA pilots needs to be
adapted to take a more ‘ecological’ approach to working with stuckness and change. This
would entail a greater emphasis on the use of support services to assist the enterprise in
adapting the IGUANA programme to the organisational life and practices of the enterprise, a
more widespread involvement of a broader spectrum of the members of the enterprise in the
programme and greater use of the collaborative learning features of the IGUANA programme.
The pilot evaluation identified key success factors of interest for IGUANA’s exploitation, as well as
the key inhibitors likely to affect successful exploitation. The success factors are:






management buy-in and a ‘champion’ to take ownership of the initiative and embed the
programme within the educational enterprise;
the programme needs to be supported by credible external agencies;
the whole enterprise needs to be involved – not just a core group of school leaders
a clear road map of the implementation process needs to be set out at the onset
this Road Map needs to be adapted to the context of the participating organisation
a high level of face-to-face support to help participants work through the programme is
needed.
The main inhibitors to success are:




time and resource constraints (insufficient time; problems fitting the programme into the
organization timetable; ‘opportunity costs’ associated with participating in the programme);
motivational problems (getting staff to see the value of the programme; getting staff to work
on their own outside the group environment);
language issues (providing high quality local language versions of the tools and learning
content; making the technical language of the content intelligible to users);
support issues (the level of ‘hand-holding and support available to participants).
These suggest that the following specific changes and enhancements need to be made to the
existing IGUANA offer in order to increase the chances of successful exploitation:






Provide clear instructions at the initial ‘kick off’ presentation of IGUANA that set out what is
expected of participating organisations, what activities need to be carried out at each stage,
what the expected outputs and outcomes are and how these need to be used.
Provide adequate face-to-face support to help participants work through the programme,
including more practice-based examples of EI and OI competences in teaching and learning.
Ensure high quality translation of the EI/OI tools and the learning content is provided.
Provide visual indications of which EI and OI competence tests have been completed.
Phrase all EI/OI rating scales positively and in the same polar direction.
Put more investment and resources into making sure the OLS works
3.3.2
Assessment of potential market and demand
The potential market and level of demand for IGUANA is difficult to ascertain, not least because it is
clear from the exploitation analysis that the platform, tools, learning programme and support services
show a high degree of transferability to other sectors. As a broad illustration, indicators of the
parameters of potential demand for IGUANA in the ‘primary’ target sector – schools – and in two
‘secondary’ target sectors assessed in the exploitation strategy (health and youth offending) are:



Around 216,000 primary, lower secondary and upper secondary schools in the EU-28
(source: Eurostat, 2012)
Around 15,000 hospitals in the EU-28 (source: European Hospital and Healthcare Federation,
2014)
205 Youth Offending Institutions in the EU-28 (source: Eurostat, 2012).
This suggests, overall, a potentially large demand base for IGUANA.
This is a long term projection. In the short term, the potential market demand can be assessed from
analysis of the exploitation actions already carried out, as reported in Section 3.2.3 above. This
potential demand is as follows:

Analysis of the IGUANA stakeholders database suggests there are currently 63 individual
potential partners/users who have expressed an interest in using IGUANA (15 from
consultancy organisations; 23 from innovation networks; 1 media; 12 pedagogic universities;
3 policy makers; 5 practitioners; 4 researchers).
Analysis of the IGUANA exploitation activities suggests there are:







45 potential partners from the ‘Discovery Space’ network (Ministries of Education and public
bodies, University Departments, Teacher Training Institutions, educational content
providers)
140 ESHA representatives (management members and presidents of national school leaders
associations, board of the European School Heads Association)
500 staff from the KETHEA rehabilitation service network in Greece
150 school leaders and 50 school principals in Portugal
20 school pilots in Portugal
3 hospitals in Lisbon
A pilot Innovative Leaders Programme and integrated in an early school drop-out package
project in the Azores.
This initial user base could provide a platform for further developing a more precisely targeted
exploitation and sustainability strategy for IGUANA, enabling a more precise definition of markets and
revenue streams and would, more importantly, establish a strong EI and OI database to subsequently
develop baseline and benchmark indicators for IGUANA.
3.4
SWOT Analysis
Table 2 shows an exploitation and sustainability SWOT analysis for IGUANA.
Table 2: IGUANA Exploitation and Sustainability SWOT analysis
STRENGTHS
WEAKNESSES
Innovative model and service offer that has not
been provided before – particularly OI
Evaluation results from pilot provide evidence
that IGUANA works
Validation and exploitation actions show
evidence of strong potential demand
Financial constraints – little capital available for
development and start up
Modifications needed to improve technical
functionalities
Issues with local language adaptations –
significant resources required to localise
Established partnership provides foundation for
sustainability and growth
Model and service offer highly transferable to
other sectors and settings
To work to full potential, requires significant
collaborative work between users and their
institutions to develop on-line community to
provide new and updated content
Existing partnership lacks commitment and is
slow to act
Lack of involvement of local training and
consultancy partners
OPPORTUNITIES
THREATS
EI now highlighted as important in EU and
member states education policy
Perception that education is ‘in crisis’ and needs
systemic change and innovation
Exploitation actions have identified major
opportunities in health, social innovation and
youth inclusion fields
Recent policy initiatives – e.g. Social Investment
Package; ‘Jobs for Growth’ creating spaces
where IGUANA resonates
Validation actions have identified specific
agencies, networks and organisations that have
expressed a concrete demand for IGUANA
services
EI assessment already well-established in HR
sector – potential competition from commercial
EI providers
IGUANA is ‘Open source’ and can be easily
colonised and monopolised by strong players
Technological innovation could make the
IGUANA platform and tools obsolete in a short
time frame
As Table 2 shows, the main exploitation and sustainability strengths for IGUANA focus on: its
innovative approach and delivery model – as far as it is possible to establish, the IGUANA
programme or something like it does not exist at the moment, particularly the OI component; the
availability of an established evidence base from the pilot evaluation to show that IGUANA works
and in what ways; the evidence of strong potential demand; the existence of an established
partnership that provides a foundation for sustainability and growth and the evidence from
exploitation activities that IGUANA has high transferability to other sectors.
The main exploitation and sustainability weaknesses currently focus on financial constraints – there
is little or no capital available at the moment for development and start up investment, and this is
particularly acute because of the modifications that are required to develop both sectoral and
language modifications to the platform, tools and learning programme and the modifications needed
to improve technical functionalities to make the offer both generic and customisable. However,
probably the biggest challenge in the short term is the lack of training and consultancy partners
currently engaged at the local level to deliver the programme – particularly the self-assessment tools.
This is an immediate short term obstacle to exploitation that requires attention by the consortium.
As noted above, there are significant opportunities for IGUANA services both in the short and longer
term. EI is increasingly highlighted as an important element in EU and member states education policy
in developing the skills required for Europe’s youth and in supporting innovation in the education
systems that will play the most significant role in delivering those skills. Recent policy initiatives – for
example the Social Investment Package and ‘Jobs for Growth’ are creating opportunity spaces where
IGUANA can resonate. There is a common perception – both from the perspective of policy-makers
and from education leaders – that education is ‘in crisis’ and needs systemic change and innovation.
Outside the education sector, the exploitation actions have identified major opportunities in the
health, social innovation and youth inclusion fields. Validation actions have identified specific
agencies, networks and organisations that have expressed a concrete demand for IGUANA services.
At the moment, the main threats to IGUANA, in terms of developing and delivering an offer, are
limited. As far as can be seen, there are no equivalent services available at the moment that provide
the combination of EI and OI competence development that IGUANA has. The main threat comes
therefore from an already established EI assessment industry which is already well-established mainly
in the HR field where products like the Mayer-Salovey-Caruso Emotional Intelligence test, TEIQue-SF
and the ESCI test are routinely used in things like personnel selection and job assessment. These are
‘generic’ instruments that have not been adapted to the particular context of the educational
environment and they do not have an OI component. However, it is possible that established players
in this field could take advantage of IGUANA’s ‘open source’ environment to migrate the tools and
colonise a market.
4. Proposed IGUANA exploitation and sustainability methodology
4.1
Service models
The results of the exploitation and sustainability analysis – including the SWOT analysis – presented
above in Section 3 suggest that there are four possible service delivery models that could be deployed
to deliver an IGUANA service offer. Each of these implies an associated business model. These are:




The Open access model
The Intermediary model
The Ecological model
The ‘Quadruple Helix’ model.
These are summarised in Table 3.
Table 3: The IGUANA service models
Service Model
Description
Business model
Open access
IGUANA provides support directly to user Consultancy
organisations to help them access the
programme from a public website, embed
the programme in their organisation and
develop and monitor innovation plans.
Intermediary
IGUANA provides training to intermediary Franchise/Consultancy
organisations (for example training
providers) to market and deliver the
IGUANA programme to clients identified
by the intermediaries themselves.
Ecological
IGUANA works in ‘co-production’ mode Consultancy
with organisation to customise the
programme for an organisation
Quadruple Helix
IGUANA is part of a broader community- Experimental – based on R&D
based social innovation initiative aimed at funding to establish proof of
developing the social capital of a concept
community
The Open Access model represents the ‘basic’ IGUANA service offer. The assumption is that the bulk
of user demand for the IGUANA programme will be drawn from a wide constituency of schools and
other educational establishments who become aware of IGUANA through IGUANA dissemination
activities, word of mouth, the web site, EC databases. Some of these will access and use the
programme on their own. A proportion will seek additional support from the IGUANA consortium to
help them adapt the programme to their particular needs; provide consultancy to run and review the
self-assessment tools using the ‘Action Learning Set’ method; help them develop Innovation Plans;
monitor the plans. The business model for this service model is based on a Consultancy Service offer,
set out in Annex I of this Deliverable.
The Intermediary model assumes that the IGUANA consortium acts as a bridge between end users
and intermediaries – typically training providers. The intermediaries develop their own targeting and
marketing strategies. The IGUANA consortium provides training and support to intermediary
organisations to familiarise them with the programme, understand how it works and how it can be
delivered. The business model for this service model could combine a ‘franchise’ model with a
‘consultancy’ approach (see Annex I).
The Ecological model provides a more intensive and hands-on service for end users. It assumes that a
particular group of clients will have a need for a comprehensive Change Programme in which the selfassessment tools play the role of a catalyst to support innovation within the organisation, rather than
a central function in themselves (Figure 2).
•EI/OI Assessment tools
•ALS
•Assignments
•Peer Review
•ILP
•OLS
Adapted IGUANA
Value Embedded
Action System
•Adapted package of IGUANA
elements
IGUANA Platform &
tools
Evolving
practices
•IGUANA embedded in
organisational life
Established
practices
Innovated
Organisation
Figure 2: The Ecological Service Model
The IGUANA offer in this case focuses on guiding the client organisation through a process of iterative
adaptation of the programme, beginning with providing a space for changing organisational practices
to evolve. Once this is established, IGUANA supports the client organisation in establish these evolving
practices within organisational life, leading to longer term innovation within the enterprise. This
service model places more emphasis on the ‘action learning’ element of the IGUANA programme,
greater use of support services to assist the enterprise in adapting the programme to the
organisational life and practices of the enterprise, and a more active role for the IGUANA team as ‘coproducers’ of innovation within the organisation. It thus implies a more customised consultancybased business model.
The Quadruple Helix model reflects a longer-term exploitation scenario. It is based on a variation of
the ‘triple helix’ approach advocated by the European Commission 1 which argues that towns and
cities are important motors of the European economy, ideal centres for personal and community
development and bodies with significant potential for developing solutions to societal challenges. The
model focuses on developing systems that promote cooperation between public authorities, business,
knowledge institutions and civil society organisations to deliver these solutions. Since schools and
other educational enterprises are pivotal institutions in developing and delivering knowledge, it
follows that initiatives like IGUANA could potentially play an important role as a catalyst in these
collaborative actions. This is an experimental scenario which requires proof of concept. The associated
business model for IGUANA thus envisages submission of a proposal for funding through the EC
HORIZON 2020 programme to explore the approach.
1
COR-2013-06902-00-00-AC-TRA (EN) 6/14
4.2
Implementing the Methodology
To develop the above service models requires a number of actions to be taken by the IGUANA
consortium. These cover:





review and agreement of the methodology including the service offer(s)
setting up of appropriate legal/business entity for implementing the service offer(s)
making the necessary adjustments to the existing platform, tools and learning content
preparing the implementation actions
targeted exploitation actions to kick-start the exploitation plan.
It is proposed that specific partners are designated co-ordination roles for the targeted exploitation
actions. This role focuses on firstly developing a clear specification for the service models outlined in
Section 4.1 and, secondly, identifying and engaging with named potential partners and users for the
specific scenarios in which the first IGUANA exploitation phase will work. Table 4 defines these service
model co-ordination and sector development roles.
Table 4: Proposed partner roles for targeted exploitation actions
Partner
Service model co-ordination
Sector development
ESHA
Intermediary
Schools
CEPCEP
Open Access
Schools;
inclusion
Contour
Ecological
Non-mainstream
education
(e.g. Pupil Referral Units)
Tavistock
Ecological
Health
Arcola
Triple Helix
Rehabilitation services; Youth
inclusion
Health;
Youth
A more detailed programme and Road Map for implementing the methodology is set out in Section 5
below.
5. Exploitation Road Map
Table 5 lists the actions required in the first exploitation implementation phase, together with
partners responsible and timescales.
Table 5: Phase 1 Exploitation actions, responsibles and timescales
Action
Partners responsible
When
Review exploitation plan – including service All
offers - and finalise
End April 2015
Carry out changes to IGUANA platform and Arcola
tools
1st week May 2015
Design legal/business entity
Tavistock
2nd week May 2015
Design offer promotional material
ESHA
2nd week May 2015
Develop detailed service offers
Service
Model
ordinators
co- End May 2015
Produce shortlist of potential users/partners Sector development co- End May 2015
in each sector
ordinators
Engage potential partners
Sector development co- June – Sep 2015
ordinators
Implement targeted exploitation actions
Sector development co- Oct 2015 -?
ordinators
First round of service delivery
Sector development co- Oct 2015 -?
ordinators
Annex I: Provisional Service Offer
SERVICE OFFER
Scope of this service offer
This document sets out the terms and conditions for providing the IGUANA service to schools and
other organisations that wish to use the IGUANA platform, tools and services to support their
innovation plans.
The IGUANA service consists of the following:
•
Two sets of self assessment tools to help organisations assess their Emotional Intelligence
(EI) and Organisational Intelligence (OI) capacities and competences
•
A Learning Programme that provides learning and training content to help an organisation
develop its EI and OI capacities
•
A Consultancy service to i) provide an initial presentation on how to implement the platform
and tools in their organisation ii) support organisations in analysing the results of their use of
the self-assessment tools and applying them to developing an innovation plan iii) additional
support to monitor progress in implementing the innovation plan.
The service will be provided by the IGUANA Consortium, in collaboration with a third party consulting
company or service provider. Each individual company/provider will be assigned an individual IGUANA
team member who will be responsible for delivering the service in that organisation.
Specification of the service offered
The detailed service offer for the IGUANA Open Access Consultancy service is set out in the Table
below.
Specification for IGUANA Open Access service
Service Item
IGUANA
tools
Description
Self-Assessment On-line access to the EI and OI self-assessment tools via the IGUANA
web portal. This service is free to participating organisations who sign
up to and register with the service.
IGUANA
Programme
Learning On-line access to the IGUANA Learning Programme which provides i)
the IGUANA ‘Discovery’ programme. This is aimed at schools and
their members with little or no experience or competences in EI and
OI. The learning modules in the Repository are supported by
Assignments, to help schools apply the learning gained from
Repository to their own local practice ii) the IGUANA Open Learning
Space – this provides more advanced ‘Practical’ and ‘Technical’
learning content, and a space for schools and their members to share
their own learning content with other schools, together with a Forum
for IGUANA members to share ideas, experiences and comments and
see how other schools are doing.
The detailed service offer for the IGUANA Intermediary Service is set out in the Table below
Specification for IGUANA Intermediary Service
Service Item
Description
Initial scoping
A conference call with the proposed consulting company/service
provider to discuss their needs and targets (1 hour, skype/phone)
Feedback
Follow up conference call with the proposed consulting
company/service to agree service implementation approach and
implementation of service in participating school/organisation
Initial
presentation
to Half-day workshop to present the IGUANA platform, tools and
consulting company/service service to the consulting company/service provider by member of
provider
IGUANA service team. The presentation will be delivered in-house
at the consulting company/service provider’s premises.
Service Installation and initial Initial one-day workshop to present the IGUANA platform, tools
capacity review
and service to the participating organisation by member of IGUANA
service team. The presentation will be delivered in-house at the
organisation’s premises. The presentation is followed by a handson interactive training session to help members of the organisation
familiarise themselves with the platform and tools.
This interactive session will also involve an initial self-assessment,
using the EI and OI tools, of the organisation’s EI and OI capacity.
This will be carried out by the IGUANA team member, in
collaboration with members of the organisation, using an ‘Action
Learning Set’ method.
Follow up Progress Review
Second one-day workshop field visit to the participating
organisation carried out jointly by the IGUANA team and the
consulting company/service provider. This will i) review with the
participating school/organisation the results of subsequent EI and
OI assessments ii) on the basis of these results, work with the
participating school/organisation to develop an Innovation Plan
using a ‘Theory of Change’ approach.
Follow up Report and hand- IGUANA team member reports on outcomes of Progress Review to
over
consulting company/service provider via skype/phone conference.
Agreement on subsequent service strategy. Hand over contact to
consulting company/service provider.
Service support
Skype/telephone support by IGUANA team member to consulting
company/service provider to address any problems/issues
Service costs
The costs of the service are set out in the Table below.
Item
Cost
IGUANA Self-Assessment tools
Free to participating organisations
IGUANA Learning Programme
Free to participating organisations
Initial scoping
70 eur
Feedback
250 eur
Initial
presentation
company/service provider
to
consulting 250 eur
Service Installation and initial capacity review
500 eur
Follow up Progress Review
500 eur
Follow up Report and hand-over
250 eur
Service support
500 eur