Maximise the chances of getting new innovations, research and inventions developed and used in health
1 Who it is for
The Health Innovation Expedition is a crash course that has been designed to address the most common issues that innovators in health face - whether:
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Front line NHS staff
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Soon-to-be front line NHS staff on relevant medical, nursing or allied health profession degree courses, or
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Early career researchers in any discipline with a health focus or application
Those who will benefit most are those starting out on their careers. This course will empower the next generation or health care providers and health researchers to understand and engage with innovation, increase employability, and work collaboratively in new ventures.
Ultimately however, this course is applicable to anyone interested in innovating in health.
Researchers interested in finding out how their research could be translated into new health & wellbeing products and services
For early career researchers and PhD students - from any faculty where their research could be applied to health, understanding how to access the NHS with a potentially new product, service, diagnostic (etc) is imperative. Working with technology transfer offices and understanding how other industries work to get through the door can be vital. This can also help future employment away from academia. Developing a business case and pitch, understanding IP and potential benefits is also increasingly important for grant funding #TransferableSkills #Employability #Impact #GrantFunding
Those studying medicine, nursing, allied health or other health-related science, computing and engineering disciplines interested in the future of health
For students studying a vocational (front line) health degree or a degree subject which may result in employment in biotech / medtech industry. Students will gain a practical understanding of how innovation works, how to make a case for change even if starting at the bottom of the ladder, and an understanding of how the industry works. #TransferableSkills #Employability
Front line staff in the NHS and private sectors regularly encounter real problems (Market Pull). Getting ideas noticed and translating them into new products and services can be challenging
For Front line NHS Staff and others providing health care in other settings, real problems are encountered daily - whether system wide or related to a particular process, procedure or piece of equipment.This course will help those interested in developing solutions maximise their chances of success, working as teams. #Innovation #Transformation #ServiceImprovement #QualityImprovement #BreakingDownSilos
2 About the Course
2.1 Background
Front line NHS staff and early career researchers who do create new innovations are often completely unprepared for developing it, what the process entails, or even whether they have created something new. Graduates who have just started work in the NHS often feel their ideas won't be listened to because of hierarchial structures in the NHS.
These are issues that can not only leave to disillusionment in staff, but also frustration for technology transfer / improvement & transformation specialists who are trying to help. I've seen this happen with about 90% of new disclosures over 13 years.
The main reasons for this are:
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No understanding of what the problem actually is, the scale of it, or the exact nature of the problem. When presented, this is often poorly researched (if at all) and communicated. This can result in frustration between innovation managers and inventors who need to develop a working relationship.
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No checks to see whether there are existing solutions or how their idea is different / adds value.
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No understanding about the feasibility of solutions and the commercialisation pathway / business model (or potential impact and how to assess this).
-
Understanding how to identify and involve key strategic people (internal and external) in the target industry to gain support for the idea and get through the door.
-
Developing business cases and pitching.
-
Timescales and inventor drive that is involved.
This is nobody's fault but a communication breakdown. The information that technology transfer / improvement / transformation teams need can seem alien, but in reality researchers and front line staff already have the answers. Most people in health have never had the opportunity to be trained in health innovation like this before. Where present, most business or innovation modules at Universities are taught as optional and not by industry specialists.
The course has been designed to address these issues. It provides practical tools and experience to maximise their chances of getting new ideas and innovations taken up. This is particularly important for those starting out with their careers - being able to make a case (no matter what level they are at with their career), understand how different people and organisations can help at different stages, leverage funding, and understand how different industries operate to get through the door or even gain employment!
2.2 Structure & Content
The Health Innovation Expedition is a unique crash course overview to the whole innovation process. It uses case studies, crafted team projects as well as the experience of the tutor and peer-experience to look at how the innovation process works in Health - something no generic innovation or business module can do.
It covers two full days of practical workshops that sequentially take people on the innovation journey with a team project. On the third day there is the opportunity for the hosting organisation to talk about specific support from them, or from relevant organisations in the region. This is typically followed by a keynote speaker from an academic / medical or industrial entrepreneur and then there is the team pitching session. More about the structure of the course can be found lower down in the 'How it works' section.
The course helps researchers and front line healthcare providers understand the innovation process through a sequential series of workshops which use case studies and real examples to highlight themes. As teams, the skills learnt are applied to a team project which is developed from concept to virtual product. Ultimately someone who has been on the course will know how to present a problem and solution to convince others there is a problem and have a thorough understanding of the steps ahead to develop it.
The Health Innovation Expedition has four major elements to it – Prepare, Create, Test, and Opportunity. The first day introduces what innovation is, how it works and what it takes to innovate and then we cover Prepare and Create. On the second day of teaching, we introduce the healthcare (specifically NHS) market and look at the more business sides of development: test and creating a business case opportunity.
It is impossible to include all of the business tools covered in (for example) an MBA or a degree in IP. But we cover enough to give people ready and transferable tools that they can apply in their own workplace for innovation or anything else! This will compliment existing courses available at different organisations that focus on one particular topic.
For more information about the sections please see the diagram below and hover over the titles:
2.4 Learning Outcomes
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An appreciation of interdisciplinary working (breaking down silos), networking and ways to manage a project with people with different skill sets which benefits researchers and NHS staff
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An understanding of pitching with practical experience of doing so which is increasingly important in securing grant funding and investment
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An understanding of different industries, barriers to innovation specific to health (and the NHS) and those common to others – generally around safety, risk and culture. This is essential for those looking to apply their skills in a different career or understand how to engage with other sectors
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Where to find problems, how to explore problems through mapping (clinical audit), new literature sources, networks to determine how big, widespread, urgent and expensive the problem is
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How to do a competitor analysis and why existing solutions aren’t necessarily an innovation killer
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How to present a problem to enable rapid processing by support departments
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The importance co-design and co-creation to ensure solutions are robust and will actually be used
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Creativity tools to help create a solution to the actual problem which meets the need (Reverse Brainstorming, SCAMPER, Total Product Model, Six Thinking Hats)
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Presenting the problem / solution to different audiences
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Where to go with a new idea and who can help?
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The main types of intellectual property, how they arise, how they can be used
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A brief overview of medical device classifications
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How to develop and test an idea in house, what will be needed for larger scale testing and support agencies
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The Business Model Canvass and how this can be used to develop commercialisation plans
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Elevator Pitches, Full pitches
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More enthused and innovation ready staff and students
LEARNING OUTCOMES
2 About the Course
2.1 Background
Front line NHS staff and early career researchers who do create new innovations are often completely unprepared for developing it, what the process entails, or even whether they have created something new. Graduates who have just started work in the NHS often feel their ideas won't be listened to because of hierarchial structures in the NHS.
These are issues that can not only leave to disillusionment in staff, but also frustration for technology transfer / improvement & transformation specialists who are trying to help. I've seen this happen with about 90% of new disclosures over 13 years.
The main reasons for this are:
-
No understanding of what the problem actually is, the scale of it, or the exact nature of the problem. When presented, this is often poorly researched (if at all) and communicated. This can result in frustration between innovation managers and inventors who need to develop a working relationship.
-
No checks to see whether there are existing solutions or how their idea is different / adds value.
-
No understanding about the feasibility of solutions and the commercialisation pathway / business model (or potential impact and how to assess this).
-
Understanding how to identify and involve key strategic people (internal and external) in the target industry to gain support for the idea and get through the door.
-
Developing business cases and pitching.
-
Timescales and inventor drive that is involved.
This is nobody's fault but a communication breakdown. The information that technology transfer / improvement / transformation teams need can seem alien, but in reality researchers and front line staff already have the answers. Most people in health have never had the opportunity to be trained in health innovation like this before. Where present, most business or innovation modules at Universities are taught as optional and not by industry specialists.
The course has been designed to address these issues. It provides practical tools and experience to maximise their chances of getting new ideas and innovations taken up. This is particularly important for those starting out with their careers - being able to make a case (no matter what level they are at with their career), understand how different people and organisations can help at different stages, leverage funding, and understand how different industries operate to get through the door or even gain employment!
2.2 The Health Innovation Expedition
Developing a new product or service for the first time is very much like going on a journey. An expedition into the unknown.
The more prepared we can be as to what is likely to happen and the information that we need, the more chances we have of success.
Right from the start The Health Innovation Expedition uses case studies, crafted team projects as well as the experience of the tutor and peer-experience to look at how the innovation process works in Health - something no generic innovation or business module can do.
It covers two full days of practical workshops that sequentially take people on the innovation journey with a team project. On the third day there is the opportunity for the hosting organisation to talk about specific support from them, or from relevant organisations in the region. This is typically followed by a keynote speaker from an academic / medical or industrial entrepreneur and then there is the team pitching session. More about the structure of the course can be found lower down in the 'How it works' section.
2.3 Structure
The course helps researchers and front line healthcare providers understand the innovation process through a sequential series of workshops which use case studies and real examples to highlight themes. As teams, the skills learnt are applied to a team project which is developed from concept to virtual product. Ultimately someone who has been on the course will know how to present a problem and solution to convince others there is a problem and have a thorough understanding of the steps ahead to develop it.
The Health Innovation Expedition has four major elements to it – Prepare, Create, Test, and Opportunity. Each day starts with a contextual introduction.
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The first day introduces what innovation is, how it works and what it takes to innovate and then we cover Prepare and Create.
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On the second day of teaching, we will start with an elevator pitch outlining our solution to our known problem! Within this we will look at the complex and ever changing landscape of the NHS – possibly the biggest market for medical device innovations. Then we will change gears to a more business focus and look at the development aspects of our idea. We have one, we think it will work but where next with it? This leads us to Test and Opportunity.
Hover over the circle to find out more about the content of each session. Prepare & Create typically form day 1. Test & Opportunity typically form day 2.
Day 3 is the finale and tends to be made up of three elements:
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Local support: Host organisation/relevant department talks about support available internally. This can also include regional support where applicable.
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Keynote: Academic / Clinical Entrepreneur or Medtech business gives a keynote talk about their journey through the innovation development process
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Dragon's Den: Teams pitch to a panel of dragons
It is impossible to include all of the business tools covered in (for example) an MBA or a Masters degree in Intellectual Property. But we cover enough to give people ready and transferable tools that they can apply in their own workplace for innovation or anything else! This will compliment existing courses available at different organisations that focus on one particular topic.
2.4 Interdisciplinary, Team-based, Project-led
In addition to practical understanding of the topics, the tools and techniques covered in the workshops are transferable to other areas of work (and indeed life!)
Softer skills are practiced through working as an interdisciplinary team (breaking down professional silos) using a team-based project where participants apply what they have learnt during and after sessions to a chosen project.
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Teamwork with people from different disciplines and specialities
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Project Management
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Understanding how different industries operate
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Research - either adding to the range of research tools or introducing new ones
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Pitching
The practical and interactive nature of the course means that participants are able to fully engage with the themes discussed, gain practical experience of applying different tools to different problems, and take a real clinical unmet need through to virtual product to pitch in front of a group of Dragon investors.
2.5 Learning Outcomes
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An appreciation of interdisciplinary working (breaking down silos), networking and ways to manage a project with people with different skill sets which benefits researchers and NHS staff
-
An understanding of pitching with practical experience of doing so which is increasingly important in securing grant funding and investment
-
An understanding of different industries, barriers to innovation specific to health (and the NHS) and those common to others – generally around safety, risk and culture. This is essential for those looking to apply their skills in a different career or understand how to engage with other sectors
-
Where to find problems, how to explore problems through mapping (clinical audit), new literature sources, networks to determine how big, widespread, urgent and expensive the problem is
-
How to do a competitor analysis and why existing solutions aren’t necessarily an innovation killer
-
How to present a problem to enable rapid processing by support departments
-
The importance co-design and co-creation to ensure solutions are robust and will actually be used
-
Creativity tools to help create a solution to the actual problem which meets the need (Reverse Brainstorming, SCAMPER, Total Product Model, Six Thinking Hats)
-
Presenting the problem / solution to different audiences
-
Where to go with a new idea and who can help?
-
The main types of intellectual property, how they arise, how they can be used
-
A brief overview of medical device classifications
-
How to develop and test an idea in house, what will be needed for larger scale testing and support agencies
-
The Business Model Canvass and how this can be used to develop commercialisation plans
-
Elevator Pitches, Full pitches
-
More enthused and innovation ready staff and students
LEARNING OUTCOMES
3 How it works...
The course is extremely flexible and each organisation I have run it for has incorporated it into their own programme.
The two days teaching can be delivered over two consecutive days, two separated days, or each of the four main sections (Prepare, Create, Test, Opportunity) extended to give four days teaching.
It is important for participants to hear about the organisational / local / regional support available in the future as potential innovators as well as have the Dragon's Den pitches.
In terms of format, it is completely up to you depending on time tables, staff availability and so on.
The subsections below outline some of the ways that have worked well in the past. However, I will work with your organisation at all times before, during and after the course to ensure that it works and that the learning is delivered. If you want to discuss a different format simply get in touch.
3.1 Participants
Need: People need to want to come on the course. It does not work so well if people are told they have to attend. It has been designed to replicate the intensity of real product / service development and requires teamwork outside of the workshops.
For the most part the host organisation advertises internally through their own channels and include an application form asking people why they want to come on the course, their interest in innovation and how they think it may help their career / research. There is also team-based evening or homework.
Incentive: Where most successful, the host organisation has charged a minimal entrance fee to discourage people not turning up or dropping out. This fee has been used to reinvest in the course to buy prizes for the runner up and winning teams after the Dragon's Den Pitch.
Numbers: So that everyone participating can get the maximum opportunity to speak, contribute, and that each team gets an opportunity to deliver a first rate pitch, the maximum number on any run of the course is 30. This makes 5 teams of 6.
Teams: The Course Director and Tutor is Dr Fabian Seymour. Having no prior knowledge of the participants, he will create teams ensuring that people are mixed up depending on discipline / speciality area / level / department / organisation. This maximises the chances that people work with and get to know strangers rather than sitting in already established social groups. It also brings together different expertise, ideas and ways of doing things. One comment the Dragons coming in at the end have all made is how well bonded the teams are after only a few days working together having been total strangers at the start.
Facilitators: Relevant internal staff are welcome (and encouraged) to attend and help facilitate during exercises. The course is a dialogue so other experiences and expertise (including from the participants & facilitators) is encouraged. There is no right or wrong answer and the bigger the range of experiences around each topic discussed the greater the value of the course.
3.2 Design and Timetabling
This is not a conference with a set agenda. Due to the extremely interactive nature of the workshops where teams apply elements of the taught sessions to their projects, it is really only the main segments that are time-tabled - normally:
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Prepare & Create on day 1
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Test & Opportunity on day 2.
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On day 3 there is usually short talks from supporting departments to outline ongoing support for inventors (e.g. Technology Transfer, Student Enterprise, Service / Quality Improvement etc) as well as regional organisations such as AHSNs, a keynote talk from an entrepreneur, and then the Dragon's Den
Fabian can help source speakers and Dragons if needed and it is good to include some internal entrepreneurs as well as some from different external industries. Please note that some may need their travel / accommodation reimbursed if applicable.
The multi-day format can be delivered in a block, or over a series of weeks (a day a week) with project 'homework' for teams in between. This is the best format for NHS staff who may not be able to get away for a whole chunk of a week. Day 1 (Prepare & Create) can be delivered as a stand alone course.
3.3 What's Included
Fabian will work with you to ensure that whatever format we agree on will work. Ultimately, it's the learning for the participants which is why we are doing this and that's the biggest consideration. We want people to understand innovation. We can't teach people to be entrepreneurs but by experiencing and understanding the process, those who are natural innovators will be able to flourish and it will ultimately allow a culture shift toward being more open to new innovations and talking to industry in the NHS.
Fabian will print and bring all of the materials. There are accompanying handbooks for each day which can be emailed out to participants. The materials together provide a useful future resource. He will also provide the team projects - these have been crafted to ensure that teams spend more time considering how they will be developed, implemented, adopted and spread rather than the technical aspects. They are based on real clinical unmet needs.
Electronic pdf copies of all the materials is available to all participants and facilitators for their own personal use.
Fabian is happy to liaise with external organisations to source speakers and Dragons. Soundbite speakers are best coming from the host organisation (as are half of the Dragons) as it makes the content more 'real'. He will work with you beforehand and after (if needed) to ensure that the content runs smoothly and for follow-up review.
It is expected that the host organisation can provide Post-It Notes (loads) and A3 Table-top flip charts as well as general presentation facilities (Projectors, screens etc).
4 The Tutor
4.1 Meet Fabian
The course is the brain child of Dr Fabian Seymour who wrote it and delivers it.
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BSc (Hons) in Biological Sciences (University of Sussex, 1995)
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PhD in Microbiology and Molecular Genetics (University of Exeter, 2000)
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Five years of post-doctoral research experience with publications in peer reviewed scientific journals (University of Nottingham & British Antarctic Survey, 1996-2006)
Following a successful career as a research scientist he pursued a career in university science-business development, specifically but not exclusively in the life-sciences and healthcare sectors (2006-2017). Over this period he worked with students, early career researchers, academics, University support services (enterprise, technology transfer and student/staff professional development), SMEs, regional support and development agencies from many different sectors and was involved first-hand in the development or project management of such interdisciplinary and collaborative initiatives.
Throughout his career, he has maintained a passion for creating and delivering interactive, scenario and case-study led workshops to support people at different stages of life to reach out to different opportunities (from undergraduate students, early career researchers, academics, businesses, through to senior NHS management). In 2008 he created 'The Enterprising Researcher' - a very early test version of The Health Innovation Expedition for early career researchers from the White Rose University Consortium. He's been asked to deliver workshops on enterprise and innovation to the Universities of Swansea, Lancaster, York, Leeds, Sheffield, Sheffield Hallam, Lancaster, Durham, Newcastle and Dundee.
Moving to NHS Technology Transfer and working for two regional NHS Innovation Hubs has allowed him to work with clinical inventors in getting their ideas developed. He's also been asked to deliver new and relevant courses to NHS Innovation Scout / Champion networks across East Anglia, North London, Yorkshire & Humber, and the North East and North Cumbria region. He's managed regional NHS innovation networks and has been able to respond to common needs proactively.
In today’s climate, it is paramount that people from any discipline and any background have the skills needed to engage fruitfully with and provide value to potential employers or successfully set themselves up as entrepreneurs – and that those going into larger institutions are able to understand the innovation process in a safe environment before getting there. None more so than in health.
4.2 The Health Innovation Expedition
In 2017 he decided to fully concentrate his career on training, development and providing real experiences. He now works freelance and wrote The Health Innovation Expedition to help people who have new ideas avoid the common mistakes he's seen innovators make.
The Health Innovation Expedition was born out of frustration. Frustration that people coming up with new ideas often hadn't done a Google search to see whether there were existing solutions. Frustration that new disclosure forms were often poorly written to the point it was impossible to tell what the problem or proposed solution actually was. Frustration that people had no idea about what happened to new ideas or what it takes to be an innovator. So seeing a real problem, he set about creating a solution that would meet the need, help and encourage people, and address the frustration from all sides..
He also runs AFS Mountaineering (All Four Seasons Mountaineering) as a qualified mountain guide - specialising in skills training in the mountains! He brings his experience of practical contextual teaching out in the mountains to the classroom setting.
If you are expecting a lecture course you'll be disappointed as his sessions bring to life the elements he is teaching with peer-learning and developing a concept to a business case.
5 Benefits &
Testimonials
5.1 Benefits
The Health Innovation Expedition is multi-faceted and introduces a range of outcomes mentioned above. The original aim for developing the course has been met - to introduce potential innovators to the innovation process, to understand how to complete disclosure forms appropriately, to facilitate better relationships with technology transfer staff and to be able to have the confidence and tools to be able to research a problem and develop a robust solution concept.
Other major aspects from the start was to develop better team communication and co-working among staff and students - breaking down silos. Understanding that research is not the realm of PhDs was also important to empower staff to undertake their own reviews and evaluations.
Additionally for organisations and institutions this course meets:
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The Topol Review - to educate NHS workforce to understand innovation and be more receptive to new ideas as well as develop their own without duplication of effort - collaboratively.
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Teaching Excellence Framework - The course adds to the TEF for students at any level. Employability through understanding different markets, employment opportunities and communication and teamwork skills. The course is used at Sheffield Hallam University as part of the extra curricular innovation award recognised at graduation
5.2 Social Media
The course is still relatively new but for more feedback from the courses I've run, please look in Twitter / LinkedIn for the #RAIH2018 (Research & Innovation in Health at Sheffield Hallam University) and #TranslateBootcamp18 (Translate:Medtech university consortium) hashtags.
Social media tends to go wild as each course is run and the team dynamics form along with their projects. It's always brilliant to see how much they take ownership of their ideas.
What always amazes me is the creativity that participants bring, the team cohesiveness by the end of the course, and the direction they take the case studies in. I've never seen the same solution or implementation strategy applied to any one of the same team projects!
If you've been part of the courses and want to add your thoughts here please get in touch!
5.3 Talking Heads
Here are some of the students from the June 2018 cohort who have gone on to start careers in the NHS from Sheffield Hallam University talking about their experiences of the course.
5.4 The Dragons
The Dragons panel are made up of host organisation entrepreneurs and external industry consultants. They are not involved with the teaching aspects so come in at the end to read a business plan and hear the associated pitches. Ultimately it's about empowering and encouraging the participants, so although they get a good grilling - it's all about ensuring everyone leaves having learnt something new and further emboldened to make that difference!
5.5 The Clients and Host Organisation Facilitators
I've delivered The Health Innovation Expedition for the Faculty of Health and Wellbeing at Sheffield Hallam University and for the Medtech Foundation & Translate:Medtech, a consortium from the Universities of York, Leeds, Leeds Beckett, Bradford and Huddersfield.
5.6 Acknowledgements
I have based this course on my personal experience. But I've had an enormous amount of support in being able to enhance the course with materials, case studies, videos and other content.
These people and people within organisations in particular have been amazing in enabling me to deliver a diverse and engaging course.
Full credit and acknowledgement is given in course materials to organisations who have helped and referenced to permitted use of copyrighted materials. It's basically a great (and free) means to promote your latest innovations and raise awareness about your organisation to the next generation of Medtech researchers and NHS staff.
Please note that the web links were correct as of December 2018! Thank you everyone.
Faculty of Health & Wellbeing, Sheffield Hallam University - Philippa Hedley-Takhar, Devices 4 Dignity - North East and North Cumbria Academic Health Science Network - NIHR Surgical MedTech Co-Operative - Exstent Ltd - West Suffolk NHS Foundation Trust - The Yorkshire and Humber Academic Health Science Network - The Kings Fund - Crowdicity - South West Yorkshire Partnership NHS Foundation Trust - The UK Intellectual Property Office - Medilink North of England - Zilico Ltd - Patient Experience Network - Barlow Robbins LLP - ETC Toolkit - mHabitat - NAViGO Health & Social Care CIC - Black Mountain Pharma - Health Enterprise East Ltd - PCMIS Improving Patient Wellbeing (University of York) - Dr Dominic Petronzi, University of Derby - Docabode Ltd - Tom Gould
6 Contact
Dr Fabian Seymour BSc (Hons) PhD
Course Director and Tutor
Based in York, UK
Connect with me on
Follow me on
7 FAQs
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How does your course differ from those offered by formal NHS organisations?There are few courses that completely immerse people into innovation the way The Health Innovation Expedition does. This is a full journey and crash course through the innovation process. It isn't an online course and only works face-to-face. We can introduce you to the process of innovation and you can experience it. From problem identification through to pitching a solution. This course compliments the training offered by the Health Innovation Networks and other bodies involved with innovation in the health and social care space. Most of these other courses that are offered are more detailed workshops on specific topics within the Health Innovation Expedition. Stand alone courses often miss out 'what goes before' and 'what happens after'. For someone unfamiliar with innovation, suddenly launching into a detailed workshop on patenting can be off putting as well as confusing and out of context. These will be a perfect follow-on for people who have gone through The Health Innovation Expedition. We hope that by experiencing the innovation process and learning 'enough' to begin with, more detailed courses offered by different organisations will suddenly be far more valuable.
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How much does it cost?Please get in touch with me to discuss. Because there are so many variables in terms of delivery schedule, this will impact the price. However I am completely transparent in pricing and happy to discuss.
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What do we get?You get a real journey through the innovation process for your students / staff. You get copies of all of the materials (printed and electronic as pdfs) for use by the participants. I work with you in a collaborative manner to deliver the course so that it fits with your diaries and time tables. By working together and sourcing relevant soundbite speakers and dragons, we will reach the goal - which is to get your cohort to understand the innovation process in health, how they can get involved and feel empowered with new knowledge and tools to go out and make a difference. If you've not seen them, have a look at the Testimonials section!
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Can you run the course in a different format from those you've given as examples?Very probably! Just get in touch to discuss how you'd like it delivered. Please bear in mind that innovation and product development is very much a contact sport and involves people working together in the same place for much of the time. The delivery is face-to-face as it just doesn't work remotely via zoom / teams (we have tried it). If the course is to be spread out over different days with a week between sessions, I'll have to travel to and fro and that adds to the cost. In any discussion, I will always be considering meeting the primary aim (which I will assume is shared by a hosting organisation) which is achieving the best experience and journey for your participants and their understanding. I have been asked to provide a 'pick n mix' format of different topics before. It means a bit or work to piece it together, but it is perfectly doable.
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What do you need?A large room with cabaret tables, A3 table-top flip charts (or similar), flip-chart pens, name badges (these are colour coded for teams), projector and screen, wifi for the delegates, areas where they can break out to for evening/other project work. I'll also need a list of the delegates a few days before the course starts with their name, subject area, level/degree, department and institution to create the teams. This is electronically destroyed (secure recycle) and any paper copies are shredded afterwards. Other aspects we discuss and I can advise on what has worked before. However it's very much your course and your format around the delivery sections and we work together to make it work! To ensure that traffic doesn't cause disruption, I also ask that I'm put up in a nearby hotel and if parking is problematic - a permit from the organisation. I also need you to ensure we get minimum numbers for a viable course (25 minimum).
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Do you have maximum or minimum numbers?Yes - the course only really works with a minimum of 25 people and a maximum of 36. We need people to get involved, be part of it, create a vibrant environment, and factor in people having to leave the course for emergencies etc. Please note that if commissioned, there is a great deal of preparatory work that goes into a course. See the Terms and Conditions to see how I may need to charge if a course is cancelled or postponed due to insufficient numbers.
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Can I bring someone along from the same or different organisation as an 'observer'I would rather this not happen. If someone wants to come along as a facilitator who is involved with technology transfer or transformation (etc), then that is fine. They can assist with team exercises. However, someone 'observing' with a view to setting up a course at their organisation (for example) rarely works. It can be distracting, cause additional IP issues, and typically results in people deciding they will 'make their own' having seen how I do it. And these will never emulate what we have developed.
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What do you provide?I deliver the whole course - bar any soundbite speakers and keynote speakers - However I am happy to source industry experts or brief your own speakers should you wish to use internal expertise so they understand the level to speak at and where the participants have got to on their journey. I'll bring print outs of the handouts and exercises and the digital handbooks on a memory stick. I bring the course on a laptop. I'll also need sound though wifi is not necessary for me at least.
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Can I speak to some of the organisations you've delivered for?Of course - I'll ask whether they are happy to speak to you about their experience of working with me and the course itself. Nobody has said no to doing this yet!
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Do you have professional indemnity insurance?Yes. I have professional indemnity insurance for coaching, training and education which includes public and products liability, and crisis containment. My insurance is provided through Hiscox. I am happy to provide a copy of my insurance certificate upon request.
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What happens if a team generates IP that could be protected? Who owns it?This is dependent on the host organisation and any IP agreements with other collaborating organisations as well as employment contracts / student status where applicable. In the past we have managed to arrange a special status for everyone (where a mix of students and staff) for the purpose of the course and any results from the team projects. Asking participants, external visitors and keynote speakers / dragons to sign a non-disclosure agreement is recommended should an external organisation show interest in developing the results of the team projects. I purposely avoid letting people bring their own research as a team project for that reason. If IP is generated during the process and the team involved wants to take the idea forward it is up to the host organisation to ensure that it has the necessary ownership agreements in place. I take no ownership stake in any of the ideas that are born out of my case studies. I provide guidance during the course but am not involved in what the teams create themselves.
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Do you have terms and conditions?Yes of course - This is my job (or one of them) and I need to ensure that I can keep the course running. To see the terms and conditions please see here.
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I'm interested! What next?Simply get in touch and we'll arrange a convenient time to meet. There we can discuss how it would work for you and start getting the planning process underway.
I've tried to answer everything in this brochure-website. But if you still have questions please feel free to get in touch! Please note that I'm sometimes away somewhere remote if I'm mountain guiding but I will get back to you as soon as I return to civilisation!