To achieve Step 1, individuals will be able to imagine different situations and be able to say what it is that they are imagining.
In the previous step, the focus was on being able to imagine different situations. This step builds on this by adding the ability for individuals to be able to say what it is that they are imagining.
The building blocks of this step are learning:
To share the ideas and thoughts we imagine we need to express ourselves. Without being able to say and describe it, our imagined ideas will only ever stay in our own head. In education we can share what we imagine with peers, teachers and mentors. When working with others, the ability to say what you imagine in detail will help your group to understand what you see too. In certain subjects you may often be asked to imagine a range of situations and share these with others.
Whether in person, over the phone or email, or when creating content, we need say what we imagine to help others understand and picture our ideas. This is a key part of team working and creation across many types of jobs. Saying what we imagine helps others to say if they agree or understand, as well as supporting them to build on our idea.
When interacting with customers, we may need to imagine how they are feeling or what they have experienced in order to support them. It may also be useful to share what you are imagining with a client so they can understand your situation.
The ability to express what we imagine is helpful for ourselves as well as others. If we are generating ideas, we want to be able to share our thoughts. The arts are a great example of artists and writers expressing what they imagine and helping others respond to what they feel and say. However, even on a more day-to-day level we will want to talk about the future or our plans – and that requires imagination.
To best practise this step of Creativity, 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 effectively reinforced in the classroom setting. For example:
This step is best assessed through verbal discussion. For example:
This step is relevant to everyone who will use their ideas to help others at 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 observation
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: