To achieve Step 8, individuals will show that they can set goals, and then be able to secure the right resources to meet them.
In the previous step, individuals focused on how to set goals, ordering and prioritising tasks to achieve them. This step expands on that, by introducing the idea of having the right resources to complete tasks.
The building blocks of this step are learning:
To complete tasks and achieve our goals, we might need a range of different resources. If we had a group project to do, we would need a combination of human resources (the time, effort and knowledge from everybody in the group) and physical resources (computers, books, paper, materials and a space to work in). If we are planning a celebration event for our class or team, or need new equipment, we might have to secure financial resources and run events to help raise money to pay for it. It is helpful to explore the many ways to secure resources. You might find people with free time who are happy to help at your event, or they have equipment then can donate or lend you which would save you buying something new. Knowing what we need and the different ways to get those resources can help save time, effort and money.
When we set goals in the workplace, we have to carefully plan which resources we will need and how to secure them. We may have to share a budget of how much our resources will cost and a plan of how long it will take so that decisions can be made and our goals can be approved. If when we set our goals we realise that we can’t secure the right resources we might have to make changes and find another way to achieve our goal. If an organisation doesn’t have someone with the right skills or knowledge, they might decide to hire somebody to help or offer training for their staff. Organisations may choose to hire physical resources like a machine, software or extra space to help complete tasks more quickly. If we need an extra building for the new staff we hire, we would also need extra electricity and a bigger supply of water. All these resources - human, physical, and natural - will require enough money to pay for them.
In our everyday lives it can be easy to forget how many resources we rely on in a day. Fundamentally, we need food, water and shelter but we can easily get used to having other comforts which improve the quality of our lives like electricity, phones, internet, heating and transport. We might set goals to buy a new pair of trainers for sports practice and will need to save up money from a job to buy them. If we wanted to throw a birthday party we could plan out the different resources we would need and share out tasks with friends and family to help get the supplies we need (a space to hire, food, drinks, decorations and music). It’s also important to remember the human resources we have around us, like friends or neighbours who can help us or teach us something new. If we can’t find something or it is unavailable, we can use our Creativity and think of an alternative – you might be surprised to find it is better than your original plan.
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 can be reinforced in the classroom by encouraging learners to set their own goals and make plans to achieve them. This might be linked to learning goals, completing projects or broader activities. For older learners, this might be related to qualifications or college and university applications.
This step can be assessed through an extended project or challenge where learners are responsible for creating a plan to achieve a goal. If an extended project is not possible, then a shorter planning activity might be sufficient.
This step is relevant to individuals who can help themselves to succeed by making plans to achieve goals.
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 discussion and observation. For instance:
During the recruitment process, this step could be assessed for 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: