To achieve Step 6, individuals will be able to think about goals based on broader needs, not just their personal development.
In the previous step, the focus was on individuals setting goals for themselves. By nature, these were primarily focused on individuals’ own personal development. The shift here is to think about the needs of their organisations or their teams too.
The building blocks of this step are learning:
So far, we have looked at setting goals for ourselves based on what we need.
However, we also need to think about what else is going on when we set goals – not just what is important to us but to others as well. These might include:
We are all connected to lots of other people in these ways, and so we should think about what our contribution should be to the goals these other groups might have.
For example, how can we support other people? Perhaps we could help a friend who is struggling at something to get better, and that could be our goal. Or we could look at the goals of our team and think about how to make a contribution to that. Or we could look at our organisation’s goals and think about whether what we are doing helps.
As we think of our part in ever bigger groups of people, we have to be realistic about what we can contribute. We are unlikely to be able to achieve a goal for a whole organisation through our efforts, but we can play a part.
There are several ways we can build others’ needs into our goals:
As we develop goals for ourselves, we should always be thinking about what the effect of those goals is on others.
In education we are part of a community, this could be a school, college or university. Within these communities we have lots of opportunities to support others by working in pairs, groups, teams or classes. These organisations will have their own goals and it’s important to think about how we can help with this when we are setting goals for ourselves. For example, a university’s goal might be to offer world-class research facilities; we could help by aligning our goal and take part in a large research project. Within a class, we might share some of the same goals as the other students, like achieving exam results. We could offer to help our classmates with the subjects we are strongest at.
An organisation’s success, whether it is large or small, relies on a combination of people and factors working to achieve a shared goal. A company may have its own broad mission or goal; each department and team may have their own goals which align to this mission; and each individual then has their own goal or target to help support this and play their part. For example, imagine at own with very few fresh food shops. A grocery shop’s goal may be to sell as many fruit and vegetables as possible in their community, their transport supplier may help by finding local farmers to reduce costs, and the farmers will help by producing as much high-quality fruit and vegetables as possible.
Societies are made up of groups of people each playing a part in supporting their community, based on what is needed. We might support these goals in everyday lives, through volunteering and helping others, recycling to minimise waste or taking public transport to reduce traffic. On a smaller scale, within a home or family, we may choose goals which support those around us, like sharing responsibilities for shopping or housework. Our personal contribution can make a big difference.
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 is a step that can be reinforced in a classroom setting, through group work exercises or a shared project. Learners could also reflect on the learning goals of the class and how they can align their individual goals with those bigger learning goals.
Learners might even have the opportunity to build this skill step outside of the classroom, and they should be encouraged to reflect on how they are doing this.
This step can be assessed through a worked exercise, where they can be given different scenarios of groups they belong to and asked to consider how they can contribute to the goals of those groups.
This step is relevant to individuals who can help themselves succeed by making plans to achieve challenges.
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 by collecting feedback on the individual and reflective conversations:
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: