PHILIP FORSTER

Work Experience

THE FOOTBALL POOLS

Software Engineering Manager

September 2020- May 2023

Following my promotion to Software Engineering Manager, I implemented daily standups specifically for my team, which consisted of UK and South American-based Engineers. During the standups I would lead the team through the current sprints, using Microsoft Azure DevOps. This was fashioned so that each Engineer would have their tickets at the story level to enable them to create the required tasks to complete the story. All tickets above this level would be worked out between me, the Project Management Officer, the Lead Business Analyst, the Lead Business Support and the Lead Architect to ensure all departments had current and up-to-date information.

I worked closely with the lead Engineer on a daily basis as well as the remainder of the team when required. Whilst I didn’t code directly to the React project, as this had been tasked to the engineers, I worked with the team to set up the CMS and cover the legacy systems. This was built using the designs and specifications provided by the content team via Adobe XD documentation.

As part of the I.T. management team, I was also involved in the planning of a project that ran up until May 2023. This involved breaking the project into deliverables and documenting estimates to be integrated into the roadmap for 2022/2023. The management team also took the sections that related to their department and created business and user requirements as well as functional requirements. The project was designed to be scalable, using a custom-built game as a framework to build on for future games as one example.

During project and BAU work, I conducted monthly one-to-ones with each team member and worked with them on training needs to support their personal development. This included both short and long-term goals for each member.

Technical Lead Developer

After working within the systems as a front-end developer, I was promoted to Technical Lead. This still involved day to day code updates, planned bug works and planned campaign work, however, I now had the added responsibility for all related repositories (GitHub) with regards to access, rights, and any general issues that came up. At this time, I began to attend meetings for a pivotal project, designed to amalgamate all of the web presence into one entity.

As time continued, I worked with the Content Manager, instructing how various processes and work flows could be achieved. This aided the Content Manager, allowing him to create elements without technical assistance. As there was very little documentation, I began to document processes, work flows and content management system usage (from a developer’s perspective). This included page and element creation down to individual code containers.

I also mentored other colleagues with some of the following:

As the main project started to gather momentum, I began to atend higher level meetings to discuss the potential impact, from a development perspective, the upcoming project would have. This was to support my Producer and to discuss issues, concerns, and even good news with the Chief Technical Officer. This direct route to the senior leadership allowed me to have input and saved many man hours and work that was not required.

Front End Developer

As the sole engineer responsible for the smooth running of thepools.com, I had a diverse set of tasks and responsibilities. These included:

Code Creation and Maintenance: - Developing and maintaining code for the sportsbook betting, virtual games, and casino games within the platform. - Using a third-party content management system, I built and updated the necessary code to ensure the functionality and performance of these features.

Logo and Image Creation: - Designing and creating logos and images to enhance the visual elements of the platform. - These visuals played a crucial role in attracting users and creating a visually appealing experience.

Front-end Code Creation: - Starting from the early design phase, I worked on developing front-end code. - This involved translating the design into actual HTML, CSS, and JavaScript code. - I ensured that the front-end elements were responsive, user-friendly, and aligned with the overall design goals.

Bug Rectification: - Being the go-to engineer, I regularly identified and addressed any issues or bugs within the system. - Debugging and troubleshooting were a part of my day-to-day activities to maintain the smooth functioning of the platform.

Platform Management: - As the sole engineer, I had complete ownership and responsibility for the operation of thepools.com. - I proactively monitored the platform's performance, identified potential issues, and took necessary steps to optimize and improve its functioning.

Release Preparation: - I played a significant role in preparing the platform for the release of the new product with the same name. - This involved ensuring a seamless transition for users, maintaining compatibility with existing features, and incorporating any necessary updates.

Overall, my day-to-day duties revolved around code creation and maintenance, design elements, bug rectification, and platform management for thepools.com. I had the opportunity to work independently and take ownership of the entire engineering process, ensuring the successful functioning of the platform.

UNIVERSITY OIF THE HIGHLANDS AND ISLANDS

Bank Lecturer

As a bank lecturer for the University of Highlands and Islands, my main responsibility was to teach a range of subjects from Level NC6 to HND. Some key aspects of my role included:

Classroom Instruction: I conducted lectures, delivered presentations, and facilitated discussions to engage students in the subject matter. I employed various teaching methodologies to cater to different learning styles and promote active learning.

Assessment and Evaluation: I designed and administered assessments, including exams, quizzes, projects, and assignments, to measure students' understanding and progress. I provided constructive feedback to guide their learning and identified areas for improvement.

Student Support and Guidance: I offered academic support, guidance, and mentorship to students, both in the classroom and during office hours. I assisted them in understanding complex concepts, addressing queries, and helped facilitate their overall learning experience.

Administrative Tasks: Alongside teaching, I also fulfilled administrative responsibilities such as maintaining records of student assessments, attendance, and providing necessary reports to the university.

Overall, my role as a bank lecturer encompassed designing and delivering high-quality instruction and supporting student learning and development.

ROYAL AIR FORCE

Survival Equipment Fitter

As a Royal Air Force Survival Equipment Fitter, my primary responsibility was to ensure the safety and effectiveness of survival equipment used by RAF personnel. My duties included:

Equipment Inspection and Maintenance: Iinspect, maintain, and repair a range of survival equipment such as parachutes, life jackets, oxygen masks, emergency beacons, and survival kits. This involved conducting regular inspections, testing functionality, and identifying any faults or issues that may compromise the effectiveness of the equipment.

Equipment Testing and Servicing: I was responsible for conducting equipment tests and servicing to ensure they comply with safety standards and regulations. This involved filling and repacking parachutes, replacing expired components, testing life jackets for buoyancy, or conducting oxygen mask pressure testing, as well as liferaft testing and packing.

Inventory Management: maintaining accurate records of survival equipment stock levels, including serial numbers, condition, and service histories. I also controlled ordering, receiving, and distributing new equipment as required.

Documentation and Reports: Maintaining thorough documentation is vital in this role. I was responsible for recording equipment inspections, repairs, and servicing carried out. I also compiled reports on equipment status, compliance, and any issues identified during inspections.

Training and Guidance: I qualified a a SPIRAC Instructor, training RAF personnel on how to properly use and maintain survival equipment. This involved demonstrations, conducting briefings, and offering guidance on equipment functionality and safety procedures as well as bi monthly sea drills in the North Sea to emulate live conditions.

Compliance and Regulations: It was crucial to stay up-to-date with relevant regulations, safety standards, and technical publications related to survival equipment. I ensured that all equipment is in compliance with these standards and made recommendations for necessary upgrades or replacements.

Teamwork and Collaboration: Collaboration with other Survival Equipment Fitters, as well as personnel from other RAF trades, was essential. I worked closely with aircrew, air traffic controllers, and technical specialists to address equipment-related issues and maintain a high level of readiness.

Overall, as an RAF Survival Equipment Fitter, my duties revolve around the inspection, maintenance, and repair of survival equipment while adhering to regulations and fulfilling administrative responsibilities. The later part of my career was involved in Insturction and trade specilised duities.

EDUCATION

SALFORD UNIVERSITY

Mini MBA

A mini MBA from the University of Salford is a condensed program that offers a comprehensive overview of key business concepts, strategies, and leadership principles. Although it is not equivalent to a full MBA degree, it provides participants with a valuable understanding of essential business functions.

Here are some key features and components of the mini MBA program at the University of Salford:

Duration and Format: The program typically lasts for a few weeks or months, depending on the structure and delivery format chosen. It may be offered in an intensive format with full-day sessions or in a part-time format with evening or weekend classes. The mini MBA program at Salford University often includes a combination of lectures, workshops, case studies, and practical exercises.

Curriculum and Topics: The curriculum covers a broad range of business topics, giving participants a holistic understanding of core business functions. Some common areas covered include:

•   Strategy and Leadership: Exploring strategic frameworks, leadership skills, and decision-making processes.
•   Marketing and Branding: Understanding marketing strategies, consumer behavior, and brand management.
•   Finance and Accounting: Introducing financial concepts, budgeting, analysis, and financial decision-making.
•   Operations and Management: Examining topics such as process improvement, supply chain dynamics, and project management.
•   Entrepreneurship: Fostering an entrepreneurial mindset, exploring innovation strategies, and understanding the startup ecosystem.

Industry Relevance: The mini MBA program at Salford University focuses on practical, real-world applications of business concepts. It emphasizes the development of skills that are directly applicable in the workplace, aiding participants in enhancing their business acumen and contributing to organizational success.

Networking Opportunities: The program often offers networking opportunities, allowing participants to interact with fellow professionals, industry experts, and alumni. This facilitates the exchange of ideas, expands professional networks, and fosters potential collaborations.

Professional Development: The mini MBA program aims to enhance participants' professional development by improving their leadership abilities, decision-making skills, and business acumen. It provides a valuable opportunity for individuals seeking to expand their knowledge and advance their careers, whether within their current job or in new endeavors.

While a mini MBA does not provide the same depth and breadth of knowledge as a full MBA degree, it offers a compact and intensive learning experience. It can be particularly beneficial for individuals seeking to acquire fundamental business knowledge or those who wish to explore business concepts before committing to a full-length MBA program.

Designed for senior executives and managers aspiring for senior roles from all functions across every industry. The Mini MBA in Business Leadership programme is ideal for executives seeking to improve their knowledge across a wide spread of advanced business skills. It offers delegates a challenging and rewarding experience that will equip them with the advanced skills and knowledge they need to succeed in their chosen profession.

UNIVERSITY of the HIGHLANDS & ISLANDS

Bachelor of Arts (Hons) Interactive Media

(1st BA Hons), Interactive Media

The aim of the BA (Hons) in Interactive Media was to provide a professional grounding in the development of interactive and digital media products while allowing the scope to specialise in a number of key areas and work with external clients on real industry projects.

The term 'interactive media' defines a collection of disparate technologies which provide a user experience using digital platforms. These range from websites, mobile apps, software applications and even interactive installations. Digital content creation goes hand-in-hand with an understanding of interactive media and disciplines such as graphic design, animation, video and audio production, all form part of the subject area.

The course encouraged creativity and entrepreneurial qualities to provide the solid theoretical and technical understanding needed to succeed. Graduates from this degree are equipped to think creatively; have a solid foundation of knowledge in a number of key technical areas; and have the confidence and ability to enter a workplace environment and even become self-employed or form a start-up company.

Units sat over year four:

• Web programming
• Emerging technologies in human-computer interaction (HCI)
• Entrepreneurship and portfolio development
• Advanced topics in IM and Computing
• Dissertation: research and product development

Units sat over year three:

• Video and audio production techniques
• Advanced 3D animation
• Responsive web design and client-side scripting
• Advanced design techniques
• Small business planning

Bachelor of Science Computing

Ordinary Degree in Computing

After completeion of the Interactive Media HND I moved across to complete the firts year of the Computing Ordinary Degree at UHI. In year three I choose to study for a generic degree in computing. This provided a wide exposure to a number of disicplainers within the Computing industry, From Computer Forensics to Artifiacal Intelligce Machine Learning.

The course provided a high-quality design/development web education that was been designed to meet employers’ requirements.

Units sat over year three:

• Computer Forensics
• Designing Web Based Applications
• Advanced Databases
• Team Project
• Multi User Operating Systems
• Intelligent Systems

Higher National Diploma in Interactive Media

Higher National Diploma in Interactive Media

Activities and societies: S.T.E.M AmbassadorActivities and societies: S.T.E.M Ambassador

Units taken for HND Interactive Media

• Interactive Media: Graded Unit 2
• 3D Modeling and Animation
• Designing and Developing an Interactive Media Product
• Digital Imagery: Advanced Bitmap Techniques
• Human Computer Interface
• Interactive Media Composition
• Professional and Legal Issues for Interactive Media Developers
• Sound and Vision for Interactivity
• Building an e-Business
• Digital Imaging:Vector Techniques
• Project Management for IT

Higher National Certificate in Interactive Media

Higher National Certificate in Interactive Media

Activities and societies: S.T.E.M AmbassadorActivities and societies: S.T.E.M Ambassador

Units taken for HNC Interactive Media:

• Interactive Multimedia Graded Unit 1
• Digital Imaging: Advanced Vector Techniques
• 2D Animation
• Art and Design: Desktop Publishing and Layout
• Digital Imaging: Bitmap Techniques
• Digital Imaging: Bitmap and Vector
• Interactive Multimedia: Authoring
• Interactive Multimedia: Planning
• User Interface Design
• Web Development: Essential Content
• Team Project

KEY SKILLS

• Communication (written & oral) – ability to take deeply technical tasks and communicate from Junior Engineers up to CEO level
• Management – certified at ILM2 equivalent (5 Years - RAF – JMLC Certified), effective command of assets and time management, both personal and team focused
• Collaboration – working with colleague in domains not directly connected to my day-to-day workflow to ensure continuous deliverables are on time
• Planning – Supporting Project Managers to ensure projects are delivered to spec and on time with internal reporting

HONORS-AWARDS

MORAYVIA

Queens Award for Voluntary Service (now KAVS)

Created in 2002 to celebrate Queen Elizabeth II’s Golden Jubilee and previously known as The Queen’s Award for Voluntary Service (QAVS), the Award has been shining a light on the fantastic work of voluntary groups from all across the UK for many years.

Equivalent to an MBE, QAVS is the highest Award given to local voluntary groups in the UK, and they are awarded for life. As part of this team of Volunteers I was awarded the pin badge in rogocnotion of volunteer service (further reading)

UNIVERSITY of the HIGHLANDS & ISLANDS

Higher Ed. Student of the Year 2018

The University of the Highlands and Islands (UHI) Higher Education Student of the Year is an esteemed accolade presented to a student who has demonstrated exceptional achievements, contributions, and dedication to their studies and the university community.

The recipient of this award is recognized for their outstanding academic performance, which reflects their commitment to excellence in their chosen field of study. They consistently excel in coursework, examinations, and research projects, often surpassing expectations and producing work of exceptional quality.

Moreover, the University of the Highlands and Islands Higher Education Student of the Year goes beyond academic success. They actively engage in extracurricular activities, such as student clubs, societies, and community volunteering, showcasing their commitment to personal growth and making a positive impact on their campus and the wider community.

The recipient is not only dedicated to their own success but also displays a willingness to support and empower their fellow students. They may take on leadership roles, mentorship positions, or participate in initiatives that enhance the student experience and foster a sense of community within the university.

In addition, this student demonstrates a strong work ethic, resilience, and self-motivation, which are essential qualities for success in higher education. They show a passion for learning and seek opportunities for continuous development, pushing boundaries and exploring new areas of knowledge and expertise.

Overall, the University of the Highlands and Islands Higher Education Student of the Year is an exemplary individual who embodies the university's values, serves as a role model to their peers, and upholds the institution's commitment to academic excellence, community engagement, and personal growth.

ROYAL AIR FORCE  

Queens Golden Jubilee Medal

The Queen Elizabeth II Golden Jubilee Medal or the Queen's Golden Jubilee Medal was a commemorative medal created in 2002 to mark the 50th anniversary of Queen Elizabeth II's accession in 1952. The Queen Elizabeth II Golden Jubilee Medal was awarded in Canada to nominees who contributed to public life. The Queen's Golden Jubilee Medal was awarded to active personnel in the British Armed Forces and Emergency Personnel who had completed 5 years of qualifying service.

Operational Service Medal (Afghanistan)

The criteria for the award of the medal and the clasps are complex and depend on length and area of service:

To qualify for the Afghanistan clasp, personnel must have served continuously for either 5, 21, or 30 days, depending on the Operation participated in and the dates served. One of the principal operations was: Operation Veritas (11 September 2001 – 28 February 2002) In which I personally served.

General Service Medal Air Ops (Iraq) Medal with clasp

Awarded to RAF personnel and some members of the Army (mainly Royal Engineers and attached personnel) also Royal Navy personnel were awarded it for patrolling the no fly zones and airfield repair in Iraq.