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:
In Step 1, we introduced the idea of knowing what doing well looks like for you. We looked at there being two aspects to this:
This is an important starting point, but we can build off this when we think about what we mean by being successful more broadly.
Being successful is about achieving what you set out to do. This means that there are two parts of knowing if you’ve been successful:
We need both of these parts to know if we are successful. We can think of this as setting success criteria for ourselves – what do we need to do for us to have completed the task successfully.
For example, we might be looking to design a new product. We can only know if we have been successful if we start out by deciding (or being told) what the product needs to be able to do at the end. This might mean that it can store 1 litre of water, be dropped from a height of 2 metres without breaking, and be made out of recyclable materials. We can check against these success criteria once we have finished the product to know if we have been successful.
As another example, we might be writing a report. Our success criteria might be that it gives four different models of environmentally-friendly waste disposal, recommends the best one for us, and is no longer than two pages. This makes it clear whether we have been successful or not.
As a final example, we might be in a competition. Our success criteria might be to reach the final and to improve on our score the last time we entered. We can know then whether we have been successful or not.
In the previous step (Step 2) we looked at the ideas of working carefully and paying attention to detail. This is still an essential part of being successful, but it is not enough. We also need to keep ensuring that we are working towards the success criteria we have set.
It is also important to celebrate and to take satisfaction when we have been successful.
When footballers score a goal, they all celebrate together and share congratulations. When projects are completed, there is often a celebration. When businesses hit their targets, they might pay people bonuses.
These are all examples of taking pride in achievements. Taking pride in achievements is vital because it gives you a reward for the hard work that usually has to go into being successful at something. Because of the effort that goes in, it is essential to balance that out by taking enjoyment from having done something well at the other end.
If we don’t spend the time to enjoy and take satisfaction in our achievements, then we feel less motivated to try hard to achieve our success criteria in the future. On the other hand, if we know that we will feel good about achieving success, then we will be more willing to put in hard work now to get that feeling later on.
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 be given 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!
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.
At home, you can easily support your child to build their essential skills. The good news is that there
are lots of ways that you can have a big impact, including: