Wednesday, 23 December 2020

Dared to lead

It's been a busy year, possibly my most busiest in my 10+ year career in the learning technology specialism - for obvious reasons, the COVID-19 pandemic.  On an increased scale and capacity - preparing, supporting and coaching academic and professional service staff in transitioning their teaching and working roles online in remote circumstances.  Below are some projects and pieces of work I have done that are worthy of highlighting:


However, as the 'law' of lifelong learning has no end and my own learning and investment in development must continue.  Kicking off the topic, supported by this recent quote from the The Kilted Coaches (trying not to blush 😉):



I continually invest in developing myself, not always in a professional capacity, but myself as a person - personal development.  I'm proud that I continue to maintain the law and label of lifelong learning.  So, updating on something I started planning in April 2019, where I said the following in my blog post 'DarkLight Phoenix - rising to the surface':
"I'm ambitious, that's true, however complacency has no presence in my work, improvement and self-development never end!  I've recently made a list of goals around treating myself as a senior professional.  I feel I reached this a few years ago, but now is the time to act on it.  To set this in motion I came up with a title for this goal "Plan, act, work, be a senior" with a strap line of "Got the attitude, knowledge, skills, willingness and status to be a senior".  Under this I placed objectives..."
Then I further shared some development back in February 2020 'Levelling up - identifying professional abilities, strengths and gaps'.  So I finally pressed the start button and am now working towards a self-funded Chartered Management Institute (CMI) Level 5 Diploma in Management and Leadership, of which I am now halfway through.  Steadily progressing through and getting back into the studying routine as I've had a hiatus since my MSc ended in 2016.  On my last unit I received the following feedback which was warming to read, good to hear I've still 'go it!':
"If I may offer some feedback.  It's never easy changing tutor as we each have a different view; but you have responded to my feedback fantastically well which is
credit to you, your character and determination.

...My pleasure.  Your character is something to be admired.  With self-awareness you should recognise not everyone has your application."

And later when I completed "...your application was stunning."

A main reason in undertaking this qualification is to acquire new underpinning knowledge and skills and to strengthen and support my previous experience; certify it and reinforce my credibility.  However, I also did the CMI for my own use in my roles, not to offer as a service to others.  As I've mostly learned on the job in this topic, a main downside to that is that you don't always learn essential theory to support and inform why you do what you do.  I could have just researched the topic independently, but as per above I wanted to complete it formally.  However, it's not just about having another qualification, although I always appreciate to be rewarded with something tangible at the end.  I am sure this will open up many new doors for me as a result.  This Diploma also allows me to gain full CMI membership, making me eligible for Chartered Manager status.  I had full control over my unit choices and carefully decided on the following:

  • Principles of Management and Leadership in an Organisational Context
  • Principles of Developing, Managing and Leading Individuals and Teams to Achieve Success
  • Managing Stakeholder Relationships
  • Managing Projects to Achieve Results
  • Managing Change
  • Creating and Delivering Operational Plans
  • Managing Quality and Continuous Improvement
  • Principles of Innovation

Origins of a leader/manager

I'm loosely using leadership and management throughout, although there are clear differences in focus, mindset and duties.  Which I find all are often applied in the wrong situations.  Whilst challenging I understand the importance of both roles individually and am able to separate and apply them where appropriate - essentially both are required.  I've definitely learned more about how to manage and lead effectively through the CMI qualification, but I wouldn't describe myself wholly as a leader.  I am not a natural leader with the in-built disposition but do where the situation requires it.  I have a much stronger management disposition and skillset.  Though I do think we as a species like to look to a leader and be led.  I've had a disjointed introduction to both leadership and management, having carried out and experienced associated tasks before understanding the actual roles themselves.  For example: digital leadership; thought leadership; entrepreneurship; strategy; managing change (namely PebblePad and H5P), managing a team; developing individuals; writing job descriptions; interviewing and selecting new team members; conducting appraisals; return to work; probation reviews and much more.  Thus far, this qualification is connecting all the dots to my previous experience and providing necessary foundations for me to build on further.

I obtained my first proper management and leadership experience during my first Learning Technologist role where I directed the development of learning technology and interactive eLearning materials.  Through the line management and training of annual university intern placements, and large groups of apprentices (Level 3 and 4 Diplomas in Digital Learning Design) on their roles and responsibilities.  I taught and assessed apprentices and managed and developed the learning company they were recruited to.  I managed the apprenticeship framework and line managed and supported assessors and also led the internal verification and quality assurance of these programmes - demonstrated through my Jisc presentation 'Designing digitally-enhanced curricula'.  It was during this time I did my first course in management; FututreLearn's Managing People: Engaging Your Workforce.  Additionally, I designed, delivered, assessed and managed the Level 4 Certificate in Technology in Learning Delivery programme.  So lots of early leadership and management abilities being displayed and performed.  Plus a 6+ month period managing the entire learning technology department to cover long term leave of the manager - with no additional contract or pay.  However, I have been displaying and demonstrating management and leadership qualities for many years, but one of the challenges is being noticed for such behaviours.  A personal reflection I had during one of the leadership units, is that "do we always need followers (followship) in order to effectively lead?  In my experience of line managing, planting seeds of inspiration and wisdom along with appropriate support, and the occasional prompts is usually enough to empower others to achieve agreed objectives."  I expressed leadership from the side and sometimes at the back.  Influencing and shaping thinking and improving performance both directly and indirectly.  Yes, you can lead from these angles and not always be at the front and centre.  Although not always recognised, acknowledged or given the appropriate credit where it should be.  On reflection, I am overly generous with my idea sharing which is often taken advantage of and am not credited where its due - my face/persona doesn't fit perhaps?  Whilst a team can help support their leaders ideas/vision, they are mainly in that role/paid to come up with those ideas, not just delegate to their team members to do the heavy lifting for them and claim their efforts at the end.  I talk more about I approach this in 'How to create an authentic blog'.

In the past I have also been a final candidate for a digital learning and learning technology manager roles and was offered an eLearning manager position.  So I offer interesting and needed knowledge and skills.  In my current full-time and external roles, it appears I'm naturally growing out of the 'on the ground' stuff.  I'll always be in education and have the supportive nature, but at this point I'm transcending into a kind of manager that manages myself and my accountable areas and a more rounded consultant.  That utilises and maximises my vast expertise and astute abilities in digital/online learning design, capabilities and strategy development.  However, I'll always maintain my enthusiasm to muck in with everyone and be on the ground where possible.

EDIT:  June 2021 - It may be a bit of imposter creeping in, but sometimes I feel my own ambitions might be higher than my actual expertise.  But as always I am willing to learn along the journey.  That said, I do believe in and am confident with my strengths and know my limits, so am going to make a conscious commitment to them.  I might have done my CMI qualification but I'm not wanting to use it in that assumed way - but I'll never say never, it's just not my priority right now.  The CMI is and comes useful to my work, and captured a lot of my previous role.  So it was good to evidence my time there in that type of environment.  I'm lucky that my current and past roles and projects act as a sandpit allowing me to apply and test new approaches to build up confidence and competence. 

A messy, maungy and incoherent observational rant

Leaders/managers usually have a clear path they'd like to journey on and may take on extra opportunities/activities to help them along the way.  In an effort to keep their journey purposeful and specific to their career, not others careers.  It's important to question regularly why are they (you/me) doing this, who are they doing it for and what are you fighting for?  It's also important to recognise when things don't feel right for them/others and taking necessary action to rectify or remove/re-direct their selves/others from the situation.  Its also ok for leaders to be open in saying what they don't know or can't do.

I realise a leader is a figure to be looked upon and requires substantial 'followers', but I've seen many 'leaders' masking their confidence in knowledge or skill in an effort to show they 'know it', even pure arrogance; if you are an expert in something, they know more than you.  Or 'not needing support in this area' or to be seen as they know it all - retaining the 'all singing and dancing leader' being everything to everyone.  But in reality that is not sustainable.  Also, there are those that constantly (over a period of time) exert/bulldoze a pseudo leadership energy onto others in the effort to make people believe in them or to be seen - I know this is required to some extent.  Or potentially worse; empathy overkill - those that can relate to literally everyone's experiences, through themselves or know someone closely, and have been in every situation/circumstance possible.  It may be true but it is highly disrespectful and condescending.  I've also experienced the overuse of big and complex words to gain power over others, i.e. to make you look like you know very little or to be inferior.  Especially when the words don't fit naturally in a conversation - don't use them.  I write as I would speak them verbally.  To me the 'fake it till you make it' is not a good practice and isn't authentic enough to be a true leader and is something I cannot buy into, I need to trust in their humanism and abilities that is much more than having conviction.  However, fake it till you make it is essentially building confidence and competence, which we all know helps somewhat in general, but I personally put genuine heart, soul and effort in to developing knowledge and to apply/embed it.  I also stand by that if you don't know something, you'll learn it in the situation/job.

I've noticed some use militarian language like 'stand down', in simple situations like when attention is no longer needed on something.  I personally find this type of language very demotivating and counterproductive.  I feel it's usually to make them superior in a situation, or long-term plans to be 'above' someone.  I've seen some leaders/managers divulge 'factful' character assessments aren't enough to sell me their high-level observation skills of others - quite the opposite, what do they say about you to other key players?  How colleagues describe you are a critical factor to how you perceive yourself.  Likewise, there are those that want to lead without a clear need for a leader, or to take something and run off with it without thinking it all through and what support and stakeholders are required etc.  Especially if the activity/project boosts their name and profile.  But when the activity/project comes to end or goes wrong somewhat.  They are quick to disassociate from it (drop it and hide) and sometimes leave the organisation.  I.e. cause urgency and disruption (positive or negative reasons), obtain promotion, set up there 'stall', then leave with little thought into the long-term infrastructure to continue and support that 'urgent' work.  Which demonstrates that they are only interested in the prolific and name association nature of it, I.e. if it looks good on them and only has career benefits.  Not particularly interested in the actual support and empathy during and post activity/project.  Fake leadership?!  I think this is why many projects in universities fail (or don't amount to anything) as they are not being managed effectively pre, during and post.  Or employees spending too much time on managing their own managers to manage them.  Or are more into leadership than management and people management, and therefore default to hands-off/not managing people approach.  As I once got told, for fake-type leaders, ask how-based questions as they often haven't got that far in their thinking.  Just talking the talk, not walking walk.  I'm still amazed by this type of manager; don't proactively manage - it's in their title, and don't communicate properly and if something happens that negatively affects a project or business.  Arms are straight up in the air and then it becomes a noticeable problem to them!  When really they should have been managing the situation throughout and communicating with individuals.  Not waiting until something happens.  I'm often puzzled when job specifications state the criteria in being able to forecast issues and problems and be prepared to have solutions as they arise.  When in reality, this is often not required as many leaders/managers label issues and problems as unprecedented.  In the veil of ignoring the warning signs.   Again two different skillsets, but how effective is a leader in working with a manager?

A team or department full of leaders equally doesn't bode well, as they tend to fight for followers and somewhat attention, for both positive and negative reasons.  Resulting in counterproductive and counterintuitive productivity and outcomes.  Leadership is also not about overpowering and hindering people's contributions and demeaning them; abusing their position of power.  E.g. undermining others in order to make them look superior - disempowering and unsupportive leadership behaviour.  It might get some far though depending if their seniors/heads favour and encourage that kind of behaviour and if it's the kind of organisational/team culture and decision making they want.  I also don't believe that antagonistic behaviour brings out the best results in people either.  Especially depending how open you are to criticism, whether kindly or abrupt.  Though we need to remember to recognise and accept that stuff like this does happen in every workplace.  But it shouldn't be at the expense of others and undermine them and their growth in the process.  To me, a bad and dysfunctional leader is unnecessarily confrontational/defensive and belittles others in order to stand out as a leader.  Even if defined as a thought leader, that shouldn't give them the permission to trump others thoughts in the childish effort to be seen and heard - where's the inclusive leadership?  Inclusivity of others identities, ideas and perspectives should be at the heart.  To find out if you're being treated differently, a simple question you can ask yourself is, am I being treated and included in things fairly like others?  Whether it is your voice or presence.  As I alluded to earlier some people like to look to a leader and therefore applaud such 'proactivity', but has no substance or evidence of action.  However, I realise everyone is on their own journey, and have their own learning and plans/desires and wants to fulfil their potential.  I express myself as an open leader in stating my truths and experiences and welcome others and their perspectives.  It doesn't mean I have to agree with them all...  I may not be blessed with the 'gift of the gab' (doesn't interest me anyway), but I sure know my knowledge/specialisms, what I stand for and the value of working and listening to people.  It's a strange world management and leadership sometimes.  Funny how we often have negative experiences with it more than positive.  Maybe humans are their own worst enemy.  I talk more on this topic in the blog post 'Roots and beyond'.

I shared the following via social media that really resonated with me.

This video by Simon Sinek supports my stance on relational > transactional. 
 
"Because when we feel safe, when we feel that our leaders care more about us than a number. They care more about our lives and our confidence and our joy and our skillset.  More than some short-term gain."

I feel that many think the top goal is only to be a leader/manager to control people or thrive on their status, of which I have experienced much abuse of power.  As a result, it's often the little things that get forgotten and that matter the most.  Like making sure quieter and reflective people have a voice, people feel included, valued and appreciated, people have fair opportunities to develop themselves etc.  There's a strong element in developing and supporting people and helping/getting the best out of them, which is often an afterthought in the rat race to be superior to others.  I'm a natural people developer which comes from my strong underdog roots.  I'm still an underdog and always be and I'm proud of being one, I will always wave that flag to inspire others.  So this will always be at the forefront along with my other values.  Is the better leader/manager, to me, the one that brings people together, nurtures growth and progression and influencing from the middle, not just from the top-down?

Being in a leadership/manager role often leaves less room for creativity and hands on stuff, due to the primary objective of leading/managing.  Again, I have observed this and been told directly by others that they miss this aspect.  Some people also climb too quickly which can leave them feeling like there's no where to progress to and have to stay where they are for a long time.  Especially when on a higher or similar salary and can't accept anything lower and when higher roles are less available, it's hard to move around.  Which can all result in lack of motivation and productivity.  Or their ego becomes too big they cannot accept anything they view 'lower' than them and eventually get stuck of what and where to go next.  Or simply they have not yet developed the required skills to perform the role to expected quality.  I've seen many reach a leader/manager role early in their career and step down to senior roles later on.  May be that due to a goal fulfilled, a better work life balance or underestimating the requirements.  Likewise, some climbers prioritise their obtaining promotion agenda over CPD/qualifying, acquiring knowledge and skills and testing/practising these rapidly, often leading to a higher position due to success.  Then perhaps concentrating on CPD/qualifying later.  But to me, putting purely promotion before careful CPD/qualifications can lack demonstrating required knowledge and skills, with credibility.  Advisors/critical friends are often sought too, acting as a guide on the side.  Sounds like the government... And often is political like that as we know.  Though I think anyone can be successful and powerful in their own unique ways, especially when you have the right advisors and followship behind you.  I've not had a solid on-the-job advisor for many years like some individuals have - I do miss that, but maybe the lesson here is that I can think independently and trust my own gut feelings.  I've forged my own career path and direction after all.  I continue to self-coach and self-lead, though I do have trusted external peers I can ask for advice and support.  Some even become leaders/managers accidentally or perhaps stealthily purposeful, i.e. got the job by association of knowing certain people (nothing wrong with that in general), but when the person is not experienced, qualified nor have the demonstrated people skills.  It doesn't usually work or end well in long run, resulting in more unnecessary stress and costs recruiting replacements.  To me, the true goal is not getting 'to the top', but the role that you are most happiest and comfortable in.  In the end, isn't that what we all end up trying to achieve?  That said, those jobs need doing - but are they giving them the heart they require?  If anything, these experiences have taught me not what to aspire to!

Where are the people developing tomorrow's people?  As sad and unsupportive as this sounds, in my career I have never had an inspirational manager, i.e. a team/department manager.  But can say I have been inspired by leaders.  Of course I have had supportive managers but not ones that you can look up to and say I'd want to be like them - but perhaps we shouldn't encourage that anyway, but to find out our own comfortable styles.  But there is benefits in identifying a good role model, which is very subjective and reflective on the type of person you are.  Aspects are admirable such as true care and active listening, but I've not had the 'whole package' - maybe that never existed in first place.  I could say the same for teachers, I've not had an inspirational teacher (within a course/programme) - not that there isn't any, I've just not had that fortunate experience like so many have really.  Leaders, managers and teachers have a critical role to play in encouraging and empowering people and not stifle them - whether that be due to laziness or an effort to hinder their growth.  I'm also cautious of those hollow leadership statements where they say inclusiveness and collaboration is at the core.  But when taking a closer inspection of the organisational/team culture the reality is that it is founded upon silo tendencies.  You can't change silo cultures until staff stop thinking, creating and working in their own silos.  I also feel a punch in the throat when  certain leaders/managers are identified as 'people caring/focused' when other employees may not receive such experience.  Alluding to the fact they care about certain people, therefore not being as inclusive as they make out to be.  I think being a leader/manager has been a purposeful life goal for me to fulfil - maybe the absence of role models is empowering me to be the person I'd like to be inspired by, be the beacon of empathy that lacks in so many people and roles.  It's not a trait I often see in leadership/management, but to me is the link to empowerment.

On the topic of not so good leaders/managers, over the Summer me and my close friend Stuart Greensmith White, School Business Manager, were having a chat about it and how this provokes imposter in workplace.  Anyway, he couldn't have put it any more clearly and bluntly...
“People have their own agendas, their own egos, and those type of people put you down on purpose.  Sometimes they feel threatened, other times they're just absolute b******s.  Works same if you're viewed as 'not part of team' or whatever.  It's hard but you just have to keep the self-confidence.  Think of all the things you've done and can still do. 

That's one thing they do fail to teach on these courses, at least the ones I did. 

I always see the people like that as the ones to definitely not emulate.  Do the opposite.  It's not always the easiest way of course!”
Something I do detest strongly is those that motivate, retain or obtain by making false promises.  I.e. stating succession/progression plans that never come to fruition.  I've been unfortunate to experience this twice.  Once a succession plan communicated over a couple of years.  Then during recruitment for a new role, sold ambitious plans which again related to future promotion.  Neither happened and is very cruel to say the least and a sloppy way to obtain candidate interest.  Oh well, look where it led me to in the end.

As I did with my teaching qualification, this time being a qualified leader and manager, here I am again being independent and inspiring myself to be what I think is missing and needed and in my own unique way that I will share with others.  As I've said in many situations and once in an interview (not sure how well it was received), I want to do the leadership/management job, not just for the title like many are lustfully attracted by.  🤭 Budgets and resources aside, I feel that's why quality in lots of products and services are rapidly reducing and lacking, as there is little sincerity in doing a good job, but more energy on finding and cutting corners and justifying them without real reasons.

Lead wholeheartedly

When I show acts of kindness and courage I see many surprised reactions.  Like why is he being so approachable in this situation like its not how I should be.  I do dial up my assertiveness/fiery red when I need to though... 😉 I have a unique wholehearted leadership approach which many workplaces are not receptive to, more so the egotistic natured ones.  But inevitably I strongly feel it's what people need - personal relationships, as I'm sure many want to feel connected, wanted, valued and appreciated by colleagues, clients, stakeholders, teams and managers.  Unless you're purely their for financial or career enhancing reasons and then this won't matter as much.  I guess its the teacher within me that also reinforces this wholehearted approach.  I use my vulnerabilities as a source of wisdom and to inspire and encourage others.  Leading with my supporting and encouraging nature - I always leave my ego at the door which is often something recognised and praised for.  I've seen much positive evidence of my wholehearted approach, especially those that are deeply reticent with me/expertise needed and have done the opposite as a result, in time!  The wholehearted approach is a 'style' that complements my personality well as I am an empathetic leader (personal support/ideas/direction), but knowing when to stand/step up and when not to (managing/compliance).  Whether if that is for reserving energy or allowing others to develop.  As like pedagogy in teaching, we need develop our own unique leadership styles that are appropriate to our personalities.  Listening to ourselves, taking inspiration from grounding theories and good practices we observe and adapting to our own situations.

I still believe that successful leaders are those that lead with their heart and do things for the greater good.  Not just for themselves or to be 'king of their castle'.  That has a shelf life both practically and mentally.  There's still a lack of empathy, encouragement and good ol' mucking in to help people.  I'm glad that I lead with clear intentions to make positive changes to help people be the best they can be, by being empathetic, listening and keeping on learning - and encouraging others to do this, I'm a lifelong learner at heart.  To me, a good leader is not afraid to challenge themselves or others to bring about positive change.  As I said recently:
New Year, new challenge - literally

Moving into the new year, I will be participating on the Jisc Digital Leaders Programme 12 January to 4 February 2021, with huge thanks to my manager approving.  Excited to be inspired and progress my leadership in all things digital learning, teaching and working.  I'm particularly looking forward to the challenge of feeding back my learning and findings to senior management.  This will surely put my influential abilities to the test!  Topics include:

  • Week 1 - Mapping digital
  • Week 2 - Digital transformation
  • Week 3 - Understanding your organisation
  • Week 4 - Pulling it all together

Both the CMI qualification and Jisc Digital Leaders will help reaffirm conviction (professional judgement) and credibility in my specialism.  Not that a qualification or CPD course is required to justify or ground your abilities, but being present in either proves that you're there for a purpose, not just by luck/transaction (however, I believe that if you work in education then you should trust the purpose of qualifications).  That said, I don't rest on my laurels and always seek to question my own knowledge and assumptions.  It's also important to keep true to yourself...  You know you're still grounded and not blinded by stars when you don't take compliments for granted and awkwardly get shy.

As well as revisiting the sections 'Leading with a message' and 'The Winner TakesGives It All' in the earlier blog post.  To reflect on my progress and to assess my current stance, I now ask myself going in to the New Year.  What is my mission, what specific professional principles, values and practices do I draw upon and why, how valid and authentic are they to me/my work, what do they serve me/my work, where are these best applied and how will I enlighten others through my application of them?  As I told my friend Stuart in a conversation recently:  "It's asking what are you trying to get to?  Why are you doing what you're doing that will lead to what?"

EDIT:  In June 2021...

My top manager - "Well done Dan, your dedication to CPD and keeping yourself current is admirable!"

Sussex Business School Ltd:

"Our Congratulations to @_Daniel_Scott on completing the CMI Level 5 Diploma in Management and Leadership. Our best wishes for the journey ahead! Want to supercharge your career? Check out our range of courses here: https://sbs-uk.online/see4yourself-3"

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Monday, 30 November 2020

Essential Digital Skills - sound bites from a panellist

On 25 November 2020, I was invited by Mary Moss and Dawn Buzzard to be a panellist along with Jackie Lewis and Emma Langlois.  To discuss the challenges of delivering Essential Digital Skills qualifications (EDS Q), with a particular emphasis on pathway-specific theme preparation for life and work.

My involvement with EDS Q includes:

  • I am an active External Quality Assurer for the awarding body Ascentis and will be overseeing EDS Q.  I also scrutinised Entry Level 3 and Level 1 EDS Q Multiple Choice Questions (MCQs).
  • Reviewed and advised on The Education and Training Foundation's EDS modules that are available on their Enhance platform.  I also reviewed the accompanying learning guides; English spoken as another language (ESOL) and preparation for life and work (PLW).

Post session Mary Moss added:

"Dear Daniel, Jackie and Emma,

Very many thanks for a really excellent session today.  It went down very well, many positive ‘thank yous’ in Chat.  Your contributions were much appreciated, and I think the session felt coherent with topics running into one another and your comments referencing each other’s points.  There was a lot of interesting information exchange and hopefully we can build on this for the future, extending the conversation on the Community of Practice.  I think everyone went away feeling better informed about EDS Q, and feeling they had gained ideas in relation to challenges of moving teaching online and to blended programmes.  Some really great advice and helpful tips from everyone, delivered in a very friendly accessible and professional manner!

I have really enjoyed working with you on this, and appreciate your time and effort in preparation as well as in the session today."

In turn we responded to three main questions, except question three for me as I wasn't required for it.  I had a focus on learning design aspects to determine synchronous and asynchronous approaches.  Below is a recording of my responses to the questions asked in the panel session - however, as the session failed to record, this is a 'simulated' version recorded on 30 November 2020.  Extremely annoying, especially when there was such good contributions and energy throughout.  Plus I much preferred my flow in the original and I didn't have connectivity issues!  But hey, it happens.  What is absent from this new recording is discussion from me on digital wellbeing during the asynchronous piece.  I also emphasised creating more asynchronous opportunities in an effort to reduce both learner and tutor being online too much.  So perhaps pre-recording teaching sessions in bitesize chunks and facilitating a Q&A around them.  Or perhaps using H5P to embed the videos and overlaying with rich interactive questions to challenge and check learning throughout.


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Monday, 26 October 2020

Imposter - phantom in self or environment?

During mine and Gary's recent trip to Lakes, a conversation occurred around how different people we might be if we were raised differently to what we have been.  Obviously yes depending on the influence and experiences you have had.  Gary went on to say how I have nurtured my own personal and professional development (especially since leaving secondary school) as that's not always been offered or given easily as some might have, I fought for my education.  This led onto other conversations how people downplay themselves which links to imposter syndrome.

Firstly, I suffer terribly from imposter.  Secondly, I am brave in talking about this topic as to some people view it as a weak characteristic, there's no room for self-doubt or you shouldn't let people know it as they may take advantage of you or limit future progression/potential.  Thirdly, I'm an educator and am really open person in talking about such delicate personal development things (you'll know what I mean if you are familiar with my open reflective writing).  Everyone experiences imposter in some shape or form, whether some hide it better than others, or are too proud to admit it or think it'll ruin their reputation.  The fact is we ALL experience it - as like anxiety everyone experiences feelings of imposter in different degrees.  If someone says they don't experience this or haven't then they are fooling themselves and have truly crafted 'blagging it'.  Ignoring and recognising are two different things - ignoring is choosing not to realise and acknowledge it whilst recognising is accepting it with an attempt to control/deal with it.

I am generally positive on negative experiences though, as I feel they are lessons in disguise. There is something to be consciously learnt about myself, the opposition or the situation itself.  Negative experiences are just as powerful as positive experiences, depending on your perspective of them. They can help you determine what you want and how it should be.

In many jobs we act, perform and perhaps pretend to know what you are doing in the roles we take, the latter is fine for developing confidence and competence to a certain extent.  Well that's what we have to portray in an interview, that we're initially capable of doing the job but then surely we must be supported once in the organisation, by both people and development opportunities?  However, there is those that just want to go in to the job and require less support, i.e. to lead their agenda and use an organisation to further it and themselves.

Ok, so imposter syndrome has many aspects, but what I talk about here is around the following themes:

  • Feelings of self doubt and threatened by others intelligence/competence
  • Find it difficult to accept work-related compliments
  • Compare yourself to others 'success' and think you're lacking

So starting off with a previous blog post extract on the topic 'DarkLight Phoenix - rising to the surface':

As I am maturing in HE, my self-belief in my own confidence and abilities are growing stronger.  Recently, I was reminded by a colleague I can, do and have led well. Just before the release of my book I said to my friend "I'm not ready for it at all. I learn along the way."  My close friend Stuart Greensmith White, School Business Manager then said to me, "Well, you've coped and built on everything you've had thrown at you so far, I don't think you have much to worry about!"  It's an odd one this as I know that I am awesome 😉 and put heaps of effort into what I do.  Then at times I feel like a fake in my abilities, which is not how you should treat yourself.  However, if someone said that I was s**t at what I do, they'd be left knowing not to ask me that again that's for sure.  Maybe I have 'imposter syndrome'?  Well, I think everyone has different degrees of this within them.  I self doubt a lot and feel a fraud, like I'm not as good as I sometimes think I am and can always be better - mostly when I compare stuff to others, mainly at work though not personal life.  My experience/symptoms of imposter syndrome are genuine, not modesty acting as a blanket to protect me.  Recently I said "We all feel insecure about aspects of our professionalism at some point, if not daily. Even those that appear at ease will be insecure about something. You can't be human otherwise. I often worry about how I articulate myself & dare I say it, compare myself against others...it's the 'impostor syndrome' thing...".
We may see other people and think wow they're incredible then immediately think how you should or could be like that.  But it's important to realise that you don't know how they were inspired/became like that, maybe they were inspired just like you were seeing them.  Plus a lot of folks do use their platforms and social media to vent on their personal passions, which is not always the truth, they just appear more persuasive/convicted in their language and stance without being factual.  We've all been there in a heated debate!  A strong reminder though, don't try to be someone you are not, just be you as it's much harder to imitate.  A thought - perhaps imposter syndrome is about doing things that are not genuinely us.  The feelings we get from this is our soul telling us it's not right?  Well either way, a good thing in imposter syndrome is that we continuously look to improve our abilities.
...So, enough of self doubting.  With a little spur from a BBC article I read, I'll: continue to be open about my feelings of this with others; recognise my successes - it's not all just luck and effort but my abilities; continue to learn from failures as they are successes in disguise; try not to compare myself to others but where I was this time last year.

In a recent meeting I noticed I somewhat downplayed myself in my choice of language.  It made me think what triggered it, was it personal, environmental or a mix of both?  Left feeling unsettled it had happened or allowed myself for it to happen - but guess I wanted to be open too, as I usually am.  It led to me to ponder and post the following on Twitter and LinkedIn, curious of the responses I might get from the wider world:

Teams/workplaces that don't embrace a #culture of #openness in #vulnerabilities & #support & are often outweighed by individualistic tendencies. Breeds & encourages unnecessary #impostersyndrome. What top tips would you suggest for people overcoming it?

#Courageousleadership

Below are the responses I got from my post, whilst not many the viewing stats were enormous, proving that people were silently interested in the topic.
Kelly Trivedy - "Open conversations with those whom you feel comfortable talking to.  Make time to process it and know that usually, you're not alone. Grab a coffee and catch up (virtual works too!)"

 Me - "Great points Kelly!  The first one can often be the biggest challenge as it depends on mutual trust.  And totally agree with not being alone, most if not all of us experience it in different ways and levels. Though some disguise/hide it better than others."

Tracey Lee - "...I'm not sure our environment can 'cause' imposter syndrome, although an unhealthy culture certainly won't help."

 Me - "It's a very interesting topic indeed Tracey, especially what triggers it!  I guess it depends on what we define as our environment and what we see as positives, negatives, empowering and disempowering within it.  It is very much a personal feeling or attitude and how we view ourselves.  But I do feel the culture and strong egos influence such behaviours in which some may compare themselves to.  On other hand you could say it depends how strong and assertive you are as a person in brushing it off?  Emptying thoughts..."

Mosaic Collaborative - "Daniel, I was thinking along the same lines of Tracey.  To create a healthy culture that recognizes and addresses #impostersyndrome, it definitely takes all leaders modelling the vulnerability of mistakes, failures, made-up stories and our individuality."

Matthew Harrington - "Total transparency and openness is an absolute godsend when it comes to tackling imposter syndrome, for me at least.  That requires an environment and mindset that is accepting of critical feedback.  How can you possibly believe that you deserve to be where you are without trustworthy external validation?  For someone lauding your efforts to feel truly genuine, you have to know that they'd also be willing to hold you accountable if you could've done something better.  I was sceptical of the concept of 'radical candor' when I first encountered it, as I am of most buzzwordy management things, but it genuinely works and helps immensely with feeling like you deserve to be where you are.  Care personally, challenge directly.

A lot of companies do this very wrong - they either crack down hard on poor performance and nothing else, ruling by fear, or they constantly blow smoke up their favoured employees until they have bloated egos, feel like imposters... or both."

Me - "Some really great points there Matthew.  The accountable bit is heartening, especially for those that find it hard to see/hear validation.

If challenging directly, hopefully this is approached as positive constructive criticism.  Not everybody/everything needs to be in agreement, but at least approached in a supportive manner."

Lou Mycroft - "Brilliant post Dan.  My views on workplace cultures have been utterly transformed by reading Brene Brown.  David Price’s new book has some stimulating case studies from Brewdog to XP School, shows what can be done - and the impact of leading with heart and values."

Me - "Thanks Lou, I've yet to digest more of Dare to Lead.  I just know I connect more to heart and values.  We're all in it together so why not be more open about our challenges?"

Bhavya Aggarwal - "Couldn't agree more Daniel, it is very hard to be vulnerable and open when the overall culture does not reflect openness.  And a lot depends on how you can create the trust and respect through conversations."

Me - "Thank you Bhavya.  There's a place for non-vulnerabilities stuff - plus its not for everyone as some may find it uncomfortable as it requires you to look inwards and 'expose' yourself to some degree, which some may view as weak.  However, I feel people would value, progress and connect more personally and professionally by being open about their challenges and struggles in order for others to visibly and better support or signpost to their needs.

And yes I agree the right safe space and place is crucial to nurturing those conversations."

Kevin Campbell-Wright - "Ain't that the truth."

I do believe hostile environments and similar tendencies in people bring out imposter more prominently.  Even if it's as simple as dealing with louder and more dominant people.  Basically, if you don't have the support and encouragement from people, then of course you will feel unsupported, unappreciated, undervalued etc.  I.e. if you're in a highly autonomous environment which lacks a true 'reaching arm of support' to other team members it becomes individualistic.  As well as seniors not challenging such behaviours in staff and being guided/influenced by such traits from their own managers.  Where's the empathy, compassion and spirit of helping others to be the best they can be?  It increasingly appears to be something that is only present in a classroom cultivated by a teacher...  Although I do realise this is the 'real world' - but should it be and do you want it to be?  It's important to remember though that this, imposter etc, is your responsibility to own and manage and not push onto others in an attempt to re-direct it.  Likewise, everyone needs to manage their egos and energy they project onto others; other creators of imposter.  Own your imposter and be your own beacon of positivity in your efforts with it.  To reinforce my point about hostile environments, ask yourself:

  1. Did you feel like this in previous organisations?
  2. What is the current attitude of the organisation/team in talking about such innate topic?
  3. Do you feel comfortable in talking about this with people/your team?
  4. Can you identify anyone in your organisation whom you trust to talk to and perhaps support you?
  5. If someone identified and approached you as a trustworthy person to speak about it, how would you respond?
  6. Do you fear any negative consequences as a result of talking about it?

To me, basically, if you can't talk about your vulnerabilities and insecurities to colleagues in an effort to be supported, then in my opinion it is not a great place to be working in.  It is a dangerous ingredient towards a toxic workplace.

Maybe you don't want to talk about it, but you should, as that helps us to be even more human and we are all vulnerable in some shape or form regardless of your title, status, upbringing etc.  Seeing each others vulnerabilities allows us to support those who we work closely with much better and know their strengths, capabilities and areas for development in much more detail and identify their future potential.  The latter, well that could be what threatens some people in which the hostile environment is created?  I remember in a team meeting once where I opened up the airwaves, in a structured way, for us to talk about any professional challenges/struggles we are/were experiencing.  To my surprise two colleagues opened up very quickly about some current feelings and it felt great (to me) that we were communicating and connecting more deeply.  Although it was well-received sadly it wasn't pursued to continue, but was revealing for us in that occasion at least.

Yes you could say there's an element of deflecting responsibility of how you feel towards others, I.e. blame.  But if the hostile environment stuff wasn't there would it still trigger such behaviour?  Its like yes you have to have presence of imposter, whatever degree, but then the environment acts as a catalyst in developing and amplifying it.

I feel imposter is situational, by that for example I mean you could experience it or not through synchronous conversations with people or asynchronous reading a post/documentation for someone.  Whatever triggers off expertise comparison of some kind.  A plus side to imposter is that if you do compare to others and one of them is someone you highly regard.  If they do something and the outcome is not what you expected of them, i.e. of falls flat or didn't work etc.  Then that can give you a sense of self-worth that even the 'mighty' don't always get it right.  Everyone has success and failures, and is not about gloating on that but recognising we are humans and we make mistakes, even if you think you're incapable of making them.

I've noticed that there's less effort in people fostering better relationships.  I realise not everyone needs/has to be best friends, but it is better to capture that conflict and turn/reframe it into creative and constructive criticism.  Perhaps this can reduce such self doubt in people?  Could it be that people are threatened by other's potential and are finding ways to inhibit them, both verbally and practically, to confine their enthusiasm and energy?  Conversely, perhaps it's not just one way, the 'victim'/recipient may be ambitious and stubborn, refusing to be beaten by others?  Additionally, maybe when you lack belief in your own knowledge and where praise, appreciation/acknowledgement and credit should be given and is not, they can also add to these inadequate feelings.  I know this helps me a lot in reaffirming my abilities.  It doesn't have to be overdone or for the sake of it, but little and often helps.

It's tough out there, so remember: keep true to who you are; everyone experiences this; some are supportive to others whilst some choose to hide it in different ways; and most importantly try to be quick in talking yourself out of the feelings.  You know you're awesome at what you do!

EDIT:  

I found an unpublished piece for the JoyFE magazine that is relevant to this topic:

Having worked in FE for 7 years, to me, I have realised how important and vital the FE family-like relationships are to feeling a sense of belongingness, self-worth and achievement.  Sometimes in a highly autonomous individualistic work environment it can lack empowerment of others and supportive cultures, in an attempt to maintain territories.  Do not underestimate and take for granted the value of true team spirit when everyone pulls together to share hearts and minds towards common goals.  Unconditionally offering advice and support to be gratefully received.  Priceless qualities that are uniquely observed in FE, which I have again experienced in a recent kick-off meeting for Advanced Practitioners Year 3 programme via touchconsulting Ltd – everyone was open and willing to collaborate, learn from one another and support each other.

The following are post-reflections I've had as sometimes reflecting over a longer period of time allows for deeper insights.

I think age has an impact as I can't remember experiencing imposter when I was younger, circa 24-30.  That said, I feel part of imposter derives from me being perceived and talked to as a younger person by my peers.  Yes I do look younger than my years, and have a body and demeanour resembling a graduate.  You are as young as you feel, right?  But I shouldn't be viewed and communicated to in that way, especially that noticeable!

Another angle of a trigger, if I see or hear how someone articulates something that I have not thought of or could phrase/articulate better.  I start to feel that I am incapable of thinking and doing such things or generally incompetent.  But I need to remember that I am competent and can become more so at a similar level, if I am comparing to others, through prioritisation, commitment, self-resourcing and self-facilitation in a safe and comfortable environment.  I also need to remember that I am a reflector and slow learner and I learn and critically evaluate differently - usually in planned and spontaneous reflection.  I mention somewhere in this whole blog site that my thoughts are more powerful than my verbal words.

Perhaps my character/personality, pragmatism and reflective nature is not best suited to specific workplaces than working with dominating/egotistic peers.  Good for career development, however perhaps as a result I have put myself in a position of continuous comparison?  In my other roles, there was only one of me - king of my context.  In my current role there's more of us and I'm perhaps unconsciously comparing myself.  However, that is my own responsibility to recognise (not easy) and manage but not others attitudes.  Maybe there is links to to conflicts in personality that are a catalyst in this, i.e. others feeling threatened by others success and achievements.  Causing them to compete with them, but if the other person has the attitude of refusing to be beaten, then it's going to create an ongoing hostile atmosphere.

There's also the openness and willingness to being challenged intellectually.  Whilst this is good to challenge your own assumptions it can sometimes often leave you feeling like have I got it right, do I know as much as I thought I did?  Debate and critique are fine, however, how you are approached/challenged is what matters in this situation.  An experienced teacher or empathetic person for example would know how to approach this in a non-d**kish way.

To help frame a imposter threat, i.e. comparing against others, this analogy might help.  When I think about teaching a topic and the level of it.  What level would I choose and why?  I would be inclined to choose a much lower level than I am qualified up to.  A reason, I'd like to feel in a position that I know more, not for power, but feeling confident that I would be able to answer and share a wealth of experience and knowledge and it be welcomed.  And feeling a sense of worth and value as a result.  However, this also depends on the topic/course and age of learners, i.e. young or adult.

When I see some other professionals, I feel their conviction - do I have this when people see me?  I most likely do, but maybe more on the pragmatic side.  I think the key to being more convicted is in my language.  Treat myself like an adult to adult, not child to adult.  Resourcing myself for those tough situations.  Though whilst I need to express and facilitate adult to adult, I still want to remain my approachable and personable self.

Another interesting angle with imposter is that we might not fully believe in ourselves.  But we may do when taking on new opportunities...

Updating knowledge by reading and engaging with critical literature and/or supporting evidence can also help your situation.

On 3 February 2021, I shared this across my social medias (LinkedIn and Twitter):

"Recently visited by my unwelcome imposter syndrome/anxiety. Yesterday I did something out of my ordinary. As corny as you might view it, I took a deep breath and put my hand on my heart and said I love you. The warm feel-good energy and relief it gave me was liberating! We tend say this to others often but not to ourselves, despite our efforts educating and subscribing to self-love. By no means does it show weakness, but strength in responding to your inner needs. As a teacher, I'll continue to look inwards and use my vulnerabilities as a source of wisdom and to inspire and encourage others.

...While I remember, this is the practice that inspired me a few days before"

Through the belief of self-love, kindness and patience I feel that this is the most powerful approach we can take.  And it is one that I practice along with a non-judgemental attitude, i.e. talking myself out of thinking that I weren't as bad as my imposter is making out.

Early in April 2021 whilst watching RuPaul's Drag Race, a contestant made a fleeting comment about how there's no need for comparing when we are all on our own individual journeys.  That struck me hard as we need to remind ourselves that we indeed have different destiny's.  The paths we take towards it will be different from one and another's.

On 23 April 2021, I shared this on my social medias (LinkedIn and Twitter):

There are those that inhibit your potential because they feel threatened. Likewise #impostersyndrome can limit your greatness. The message is they can both be defeated. If you know the narrative of the scenes, you know. 😉


Lou Mycroft went on to share and say "So right #impostorSyndrome can be defeated! It can be easy to wear as a comfort blanket, not recognising that the actions of others (and structures) can make us feel this way. Banish #IMPOSERsyndrome ✋"

I came across a Twitter thread containing articles and links on imposter and identity related reading.

November 2021 - helpful lyrics from Adele's song 'Cry Your Heart Out' from her album 30; "When you're in doubt, go at your own pace."  Also, in the programme 'An Audience with Adele'; "To be honest, I always feel a bit of imposter syndrome with everything that I do...I think that's probably a good thing.  Imagine if I didn't think that?  I'd be horrible." 

I think I've come to conclusion on imposter that it's self-belief and love.  And am still somewhat affected by the residual under educated person I started out as.  I may do great things but sometimes I don't believe in my being for doing those great things.  Catch me on a good day...

December 2021 - I saw the following quote from Adam Grant that I find relevant to this topic:


An initial question - how do you self-assess which one you are and how do you validate this?  I consider myself still teachable and learnable - I know this as often courageously express my lack of confidence and my vulnerabilities, plus as per all of the above doubts throughout this blog post despite my successes and achievements.

March 2022, when reading Ya'acov Darling Khan'S 'Jaguar in the Body, Butterfly in the Heart: The Real-Life Initiation Of An Everyday Shaman' (p 255, 2017).  I read the following quotes that really landed with me; "Round and round I went, until I eventually found a ground of being inside myself, rooted in my body and in a sense of self that wasn't dependent on the approval of others...Trust is a validation far more real and valuable than approval."  I guess the trust has been an important part of my professional journey and I should hold onto that.  Despite doing things in a different way to the norm or the mistakes along the way, I usually deliver what I say I will and often more.  And maybe that's where the trust comes in?  I put in the effort and work required.

May 2023, as Gary said, sometimes you need a success to believe in your abilities again.


Reflection - I'm more interested in how people overcome and challenge similar things, rather than focusing on what happened.

June 2023, I find myself training my mind to not see/judge myself as bad as I might think I am, in given situations I notice I am negatively critiquing myself.  I also notice that I give myself silent affirmations; positive 'I can do's' and 'I am's' etc, and seem to work.  Resting in the comfort that what I am doing is enough.  Though sometimes if it is poor, then accept it, learn and move on.  No point on dwelling and losing sleep on it.  I also have a desire to compare myself through my current and previous self, ispative(?), which helps me to realise my personal growth.  Therefore helping me to build further confidence and competence in my self.

January 2024 - I have noticed that my imposter appears when I am speaking to highly egotistic people, who exert that they are better or know more than you.

June 2024 - However, I feel I am affected more by judgement of myself and the perception of my Yorkshire dialect/voice tone.

July 2024 - As I wrote in my blog post Voice.  "While on the outside it looks like I'm doing lots of great things, and I talk strongly about them via my blogging.  On the inside there is presence of intrinsic struggles of self-belief.  A moment of realisation came when in my appraisal on 15 July 2024 with my Head (line manager) when discussing an incoming IT system.  I talked about my views of the implementation rollout, communication and change management.  And somewhere in her response she said I am "experienced" in this.  I was taken aback as I have never used this word to describe myself (possibly in application forms?!).  And boom, I realised that yes, well I am actually.  I do know my stuff and ways, despite any criticism from others.  It's just unfortunate that I had to hear it from someone else rather than listening to myself."
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Tuesday, 8 September 2020

A digitally redefining conversation

Last Summer, in Organisational Development at Nottingham Trent University (NTU).  We had our training room equipped with a new Microsoft Surface Hub, described as an 'all-in-one collaborative canvas and meetings platform'.  Of which aroused much interest and curiosity in staff wanting to explore it and work out its purpose and potential in their roles.

In August 2019, I met up with a colleague who was naturally curious of the newly installed technology.  However, they were quite reluctant in its ability to work and be successful if used live with people.  The document below is an output from the initial conversation I had with my colleague, including an adapted version of the Substitution Augmentation Modification Redefinition (SAMR) model I developed.  To determine how their programme is currently offered/works (conventional), identifying digital technology options and potential  examples of application.  What started out as a light consultation on analysing digital practices turned out to be a redefinition and transformation of their digital practices.  My manager also made a comment: "Thanks Dan, looks very interesting and a great way of showing the enhancement/transformation of more conventional approaches through digital."

Looking back, it was a timely discussion to have as a few months later Teams would become the norm for all communication and collaboration!


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Tuesday, 25 August 2020

Level 3 Certificate and Diploma in Technology Enhanced Learning

Following previous projects on writing and reviewing digital learning, teaching and skills qualifications and my detailed review of the Digital Learning Design and Digital Learning for Educators qualifications - where I stated "Growing and investing in our future generation of learning technologists/digital learning specialists workforce has long been a passion for me."  I have developed and written a new set of qualifications 'Level 3 Certificate and Diploma in Technology Enhanced Learning' with Ascentis - the awarding body I am an External Quality Assurer for.


The aim of these qualifications is to provide practical skills and underpinning knowledge required to fulfil a Learning Technologist type role - I discuss more about this in 'Describing my learning technologist role'.  They encourage career pathways in similar job roles and reflect the growing need to support educators in their development and delivery of digital and online learning, as well as the subsequent creation of supporting materials.  They are primarily aimed at a younger market i.e. school leavers and apprentices but do not exclude adults.

A personal aim is to make this qualification mainstream to colleges to attract a younger workforce into this role, more so as an apprenticeship as that supports the organisation and teachers too.  You could ask, who replaces the great learning technologists of today?  I carried out similar work with Association for Learning Technology (ALT) on developing the Associate Certified Membership (CMALT) pathway for early career professionals or those for whom learning technology is a smaller part of their role.

Originally pitched as 'Technology Enhanced Education, Training and Innovation', these new qualifications replace the Level 3 Award and Diploma in Digital Learning Design and Level 4 Diploma and Extended Diploma in Digital Learning Design, which I previously taught, assessed and internal quality assured.  There's further information in my Early-career learning technologists group blog post.  This qualification is better aligned to the Learning Technologist role and is more current than the Level 3 and 4 Digital Learning Design predecessors, which was heavily focused on an Instructional Designer role.

Below are some extracts that I originally wrote in the qualification specification, whilst maintaining Ascentis' standard text:

Introduction

The aim of these qualifications is to provide practical skills and underpinning knowledge required to fulfil a Learning Technologist type role. Learning Technologists are specialist and critical in education and training organisations to design, implement, improve and innovate digital and online learning solutions.  In modern education and training organisations, you will often find Learning Technologists or with a different title/guise such as: Instructional Designer; Learning Designer; eLearning Developer; Educational Developer. 

“Learning technologists are people who are actively involved in managing, researching, supporting or enabling learning with the use of learning technology.” Association for Learning Technology (ALT)

“They develop digital learning materials for blended and online learning and will work with you to plan, create and support you in the use of innovative learning materials and course design.” Scott, D (2018)

These qualifications create fundamental career pathways to the aforementioned roles or similar.  The qualifications train and develop individuals on a diverse range of subject specialisms in: education and training; current and emerging digital technologies; eLearning design; website, audio and video production and graphic and imagery design, that are required for an occupation in or related to digital and online learning.  The variety of specialisms are what make a Learning Technologist role attractive and fulfilling as it includes responsibilities around education and training (learning delivery/developing people), technology (technical) and design (creativity).

There are several features of these qualifications that make them appropriate for its target learners:

  • Ideal for an apprenticeship programme and suitable qualification to offer as part of it
  • Flexible delivery: online, blended or classroom-based learning programme
  • Evidence can be generated within a wide range of organisational contexts allowing the qualification to meet the specific occupational requirements of the learners
  • Unit certification is available for each of the units
  • Verification and certification can be offered throughout the year, allowing maximum flexibility for centres


Aims

The aims of the qualification are to enable learners:

  1. To equip learners with the essential knowledge and competencies specific to a Learning Technologist role or similar
  2. To allow learners to study a diverse range of units, combining them with a portfolio of evidence to complete a qualification
  3. To prepare learners for employment, progression into a higher role, further training or study

Target Group

This qualification is aimed at a range of learners, including:

  • Young people aged 16 + including those at 17 or 18 where there is a duty for them to participate in education and/or training
  • Young or adult learners who want to apply their existing computing, multimedia production or graphic and imagery skills into a new context
  • Young or adult learners who have an interest in learning technology and/or digital and online learning design and want to develop their knowledge and competence of working in this occupation
  • Young or adult learners who want to support educators in their development and delivery of digital and online learning
  • Learners who are currently in a Learning Technologist role or similar and wish to undertake training or accreditation of their knowledge and skills
  • Learners who are employed in a non-academic role in educational establishments who may wish to move into this sector
  • Learners who are currently employed as teachers / lecturers and who wish to undertake training in this area as Continuing Professional Development (CPD)
  • Unemployed learners wishing to enhance their work-related skills

Rules of Combination 

...The Diploma has themed pathways that the learner can choose from:

  • Learning delivery/developing people (mandatory) – education and training based units
  • Technical (optional) – technology based units
  • Creativity (optional) – design based units.

I recommend the Diploma for the learner to acquire the full experience of the qualification.

The qualification contains following units - I can't share the full learning outcomes and criteria openly in respect of Ascentis confidentiality.  However, I am happy to talk anyone through the units in finer detail.  Three units from the Level 3 Award in Education and Training have been included (*) and are unaltered.  I included these as from my experience of teaching and and assessing my apprentices in Digital Learning Design, I observed that they were quick to understand the creative and technical aspects but not learning design/pedagogy and educators role.  Therefore, its crucial that learners develop a firm understanding of these.

Group A - Mandatory Units (Education and Training): 

  • Understanding roles, responsibilities and relationships in education and training*
  • The online learning environment
  • Understanding and using inclusive teaching and learning approaches in education and training*
  • Understanding assessment in education and training* (later removed due to Guided Learning Hours restrictions)
  • Understanding and developing own and others digital capabilities
  • Professional and Personal Development

Group B – Optional Units (Technical):

  • Using Collaborative Technologies
  • Using Social Media Technologies
  • Using Mobile and Classroom Technologies
  • Using Immersive Technologies
  • Website Production
  • Audio and Video Production

Group C – Optional Units (Creativity):

  • The digital/online learning project lifecycle
  • Identifying and translating requirements for digital/online learning design
  • Using storyboards for designing digital/online learning content
  • Principles of digital/online learning design
  • Quality and Standards
  • Graphic Design and Imagery

Knowledge, Understanding and Skills required of Assessors and Internal Verifiers

These qualifications cover a range of areas of expertise including education and training; current and emerging digital technologies; eLearning design; website, audio and video production and graphic and imagery design.  Assessors making assessment decisions and those delivering these qualifications should hold a subject related Level 4 qualification in digital and online education and/or Information Technology/computing e.g.: Level 4 Diploma in Digital Learning Design; Level 4 Award in Digital Learning for Educators; Level 4 Award for Technology Enabled Educators; Level 4 Certificate in Technology in Learning Delivery; Level 4 Award in Teaching Online; Technology Enhanced Learning MSc; Level 4/5 Diploma in Education and Training; Certificate in Education (Cert Ed), Postgraduate Certificate in Education (PGCE); Level 4/5 Certificate in Information Technology and Computing. Evidence of CPD is recommended to demonstrate competence in website, audio and video production and graphic design.

I hope that it will be popular with school leavers, apprentices and adults seeking to train in this increasingly demanding topic.  We need to grow our future learning technologists as well as the abilities of teachers and trainers!  I feel this qualification is more up to date and practical than the previous forms and should help those who are 'fatigued' by all the advice out there currently.  Plus it informs organisations on the kind of support they can offer their staff.  All reinforced in my recent articles:

Thank you to  Matt Griffin who I shared an initial outline with and thank you to the anonymous Ascentis reviewer, who provided invaluable comments for me to consider.

I initially shared some details through a conversation via Twitter, to which I responded with:

The new qualification is currently being finalised & needs to be approved. I'll keep you updated on it. I have better aligned it to a #learningtechnologist type role & would be an ideal qual to use in an #apprenticeship.

...if it's an #edtech role they are doing then a qualification in this would be more appropriate to reflect the knowledge, skills and experience they gain. Plus it allows those with graphic design, multimedia production and computing abilities to apply.

If you're familiar with Digital Learning Design quals, it's that but one at L3 redeveloped and aligned around the typical #learningtechnologist type role rather than just #eLearning. Has education and training in it too which it previously missed and from experience was critical.

...It'll not completely meet all institution or apprenticeship requirements, as each role will be different in context. But I'm confident in its purpose to develop individuals to design, support & deliver #edtech, #digitallearning, #onlinelearning & #digitalskills.

...There's an increase in demand and profile in the #learningtechnologist role so it's vital this new qual exists.

I also received the following comments through private message/Twitter/LinkedIn:

Scott Hayden - "If that was available I'd use it immediately. Great work. My Apprentices I developed 4/ 5 years ago are now going to be getting their own Apprentices - and we still don't have a qual that best suits the job. Yours is ideal."

"Seismic work, mate.  Well done.  This could influence the sector profoundly."

Khaled Al-ankar - "Keep me in the line up for updates also please?"

Paul Spearritt - "Now this is exactly what we would need and wish to use."

Peter Cannings-Bushell - "The new outline looks to cover everything I would like our team to be skilled in, particularly the importance of social and collaborative learning which are areas I want to encourage within the GMC."



Danielle Hallahan - "Good sound qualification."

Phil Whitehead - "Dan impressed!!"

Jackie Carter - "Interested in becoming a Digital Learning Technologist? Diploma in Technology Enhanced Learning. A new course from the talented Daniel Scott."


Kerry Culley - "Looks perfect CPD for my LRC team who's roles are rapidly changing to involve more digital than traditional library support :)"

I'm pleased to see that my forward thinking has again been ahead of time in preparing for the growing demand in this type of role.

I ran out of contracted time to further develop the indicative content.  Hopefully I can be re-contracted to develop it to the quality set in Level 3 Award in Education and Training specification.  I'm looking forward to Externally Quality Assuring this qualification with centres once up and running!

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