To achieve Step 9, individuals will have to identify where they need to involve other people in their plans and how to engage them with the effort.
In earlier steps, individuals explored how to set goals and start to develop plans by thinking about the required tasks and resources. Although the previous step touched on the importance of human resources, involving others in plans is worth additional focus.
The building blocks of this step are learning:
Schools, colleges and universities have many different types of resources available, including people to help you. We might meet friends who can help us with the same goal like a ‘study buddy’. It’s important to know where you can go for extra help. We can speak to a teacher to offer support with our study goals and plans or setting us targets. If we wanted help with our goals for the future and work, we might speak to a careers adviser. Student services might know about which scholarships or grants are available to help pay for new sports, music or science equipment or an educational visit. It’s important to remember that when we ask others for help, we are open and clearly explain how their support will make a difference.
Every job will involve working with others in some way. We may rely on connections to meet people who can help us or introductions to new clients, customers and job opportunities. We may work directly in a team where colleagues help complete tasks. Managers or mentors might set goals for us so that we know what we are working towards and what success looks like. Similarly to schools and universities, organisations will have different people available to offer support and advice, either as part of their role or a chosen department called Human Resources. While some jobs officially involve engaging other people like teaching, fundraising, advertising and politics, we all need to persuade others to support us at some point in our work. Involving others in the best way can help us learn and open up new opportunities.
The goals we set in our personal lives might be difficult to achieve on our own. For example, we might find it easier to reach our fitness goals if we join an exercise class or team so that we have the support of others. If we wanted to make improvements in our community, we would need to engage the support from our neighbours and possibly from local businesses and the council as well; it would be too difficult to do this on our own. It’s important to remember the opportunities available with the support of those around us. In our social lives, we might be introduced to someone with the same interests as us through our network of friends and relatives; connections could lead to setting up a new initiative together like a book club or community group.
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 another element that can be reinforced in classrooms where learners take responsibility for their goals and creating plans to achieve them. It might also be possible for them to think about how they persuade people of something they want support or help with, and to try out this persuasive talk in the classroom.
This step is best assessed through an extended project, where learners have to put their ideas into practice and persuade people to help them to achieve their goals. Where this is not possible, a shorter simulation could be used, including the use of scripting or role play to act out persuasive conversations.
This step is relevant to individuals who can help the team 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 collecting feedback from stakeholders. 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: