Stage 4: Support and consolidate

Everyone has a role to play in this stage: leaders may focus more on strategic issues while individuals concentrate on personal capabilities and practice. Indicative responsibilities include:

• Reviewing and evaluating progress against goals set - at individual and at organisational level
• Reporting on progress using established reporting structures and procedures as well as informal networks and communities of practice
• Reviewing mechanisms for monitoring and evidencing success - amending and updating these as necessary
• Gathering case studies and examples of best practice sharing ‘what works’ and lessons learned
• Feeding successes into team meetings and staff and student development programmes, inviting those involved to lead sessions
• Establishing and supporting networks and special interest groups - both internal and external, subject specific and themes that are applicable to more than one subject or topic - making use of existing channels where they exist
• Promoting identified reward and recognition schemes to staff and students to encourage participation
• Ensuring development of individual digital capabilities is recognised within individual performance and appraisal mechanisms
• Embedding digital capabilities in HR processes
• Encouraging student-staff partnerships to co-develop digital capabilities
• Taking responsibility for developing own digital capabilities and supporting others to do the same

Tools and resources to help you in stage four include:

• Existing and updated organisational quality assurance and improvement processes
• Resources and guidance for HR teams to embed and support digital capabilities in HR processes
• Sustaining and embedding innovations good practice guide
• Qualitative and quantitative data where available showing positive impact
• Revisiting the digital capability audit tool (Word) and checklist (Word) to review progress and identify future goals
• Use of cross-organisational steering group to regularly review progress

Likely outcomes, outputs and enablers that will arise from stage four activities include:

• Enhanced organisational reputation and the reputation of individual members of staff
• Students prepared for living and working in a digital world
• Staff empowered to make best use of digital technology within the organisation
• Enhancements to quality measures (for example, NSS, Ofsted, Teaching Excellence Framework (TEF) and Research Excellence Framework (REF))
• Developing the digital skills of leaders to lead, inspire and enhance organisational digital capability
• More efficient use of digital tools and enhanced capacity throughout the organisation in core business functions