To achieve Step 3, individuals will show that they recognise and take pride when they are successful.
In the previous step, the focus was on how to work with care and attention. The shift here is to think about success criteria as an important part of being able to recognise when individuals have been successful, and then to take pride in their successes.
The building blocks of this step are learning:
To teach this step:
This step lends itself very naturally to reinforcement in the classroom. The key concept to introduce if you do not use it already is that of success criteria, which can either be set by the teacher or developed with the group of learners.
Once success criteria are achieved, learners should be encouraged to take satisfaction in that success. Initially, this might include praise from the teacher, but the primary focus should be on building their intrinsic motivation.
This step is best assessed through:
This step is relevant to everyone in their work.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through a reflective conversation with an individual. For instance:
During the recruitment process, this step could be assessed by:
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
We can be successful at lots of different points throughout a day and a week, as well as across a term or year. We can take pride in understanding anew topic, sharing an answer in class, trying something new, making progress, completing a project or receiving an improved result. Sometimes we will begiven success criteria from others to help us see if we have done what we setout to do. We can also think of our own success criteria like learning a new scale in music or joining a new club. Most importantly, knowing when we have been successful helps us to celebrate our achievements – no matter how big or small. Feeling proud and rewarded for our efforts is what motivates us to keep working hard.
When we start a job, we will be given a job description which shows how to be successful in that role. We may also work on specific projects which have their own success criteria. In the workplace, there are usually check-in points across the year to review our success and progress. Sometimes these reviews might be more formal, like a yearly performance appraisal, which may lead to a promotion or bonus; other reviews can be more informal, like a regular meeting with a line manager or mentor. Taking time to feel proud of our success and recognise this, whether it’s at the end of the day, week or year, is essential and makes us feel good. We can celebrate success with our team mates, department or even our whole organisation.
In our busy, everyday lives we are always taking on new challenges and learning new things but it can be easy to forget to take stock and feel proud of our achievements. We might learn how to fix something, clear a space in our room or garden, reach a new level of a game, or run a further distance. Everybody will have their own success criteria. We can also celebrate success and achievements with friends and family like starting a new school or job, moving into a new home or passing a driving test.
To best practise this step of Aiming High, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step, and have a go!
As a parent or carer, you might be thinking about how best to support your children to build their essential skills. The good news is that there is lots that you can do that will have a big impact, including:
We’ve developed a whole series of tools and resources to help parents to build these skills, including:
There is also content for older children and young people, including short activities and reflections that they can complete alone, or with you.