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In stage four leaders will review and evaluate progress against goals, identifying ways of embedding effective practice into business as usual, recognise and reward achievements and maintain momentum. Those who are supporting the development of others will work with teams to review and monitor progress and share effective practice.

Actions and responsibilities

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

Supporting resources

Tools and resources to help you in stage four include:


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