To achieve Step 10, individuals will show that they can actively seek out and consider different perspectives.
In recent steps, the focus has been on how to develop ideas – going beyond just creating them to exploring them further through mind mapping and other tools, and then interrogating them through questioning. This next step introduces the importance of looking at ideas from different perspectives to improve them further.
The building blocks of this step are learning:
While it is helpful to question our own ideas, we can learn much more when we consider different points of view. New perspectives help us to see things differently and understand factors we may not have thought about. We might consider the perspectives of our peers, teachers or different information sources to help us develop our own ideas and broaden our thinking.
When working with others, we will need to be able to consider different viewpoints and may be challenged to reach a compromise in our thinking. We may use this skill to better understand our co-workers, clients or customers. A range of perspectives can help lead us to a more well-rounded and considered solution which we may not have reached if working on our own. However, it is also important to be able to prioritise when evaluating a range of different perspectives to help you identify the solution which best meets your success criteria.
Opening up our minds to understand different perspectives helps us grow, stretch our thinking and seethe world from diverse viewpoints. By learning more about others and ourselves, we can also build stronger relationships.
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:
The teacher can introduce the idea that we need to take different perspectives by sharing a plan – for example, lengthening the school day. Together with learners, the various stakeholders to this idea can be identified – potentially including teachers, learners, parents, and others.
Learners are divided into different groups to represent each of these stakeholder groups and challenged to come up with their perspective on the idea. These different perspectives can be shared as a fuller group
Carefully supported by the teacher, learners can then be challenged to think about how they would balance these different perspectives, thinking about the concepts of:
This exercise can then be repeated by thinking about a different challenge. For example, banning learners from being dropped off at school by car. This time, learners are given less scaffolding and have to identify the stakeholder, perspectives and approach to managing those different perspectives themselves.
The idea of different perspectives lends itself well to many different areas of learning. For example, considering historical events from different perspectives, or the perspectives of different characters in literature.
Some of the trade-offs that have to be made in coming up with development policies could be considered in geography, for example, or how businesses try to compromise, differentiate and prioritise could we well captured in business studies.
This step is best assessed through a structured challenge – giving learners an idea as a starting point and then asking them to bring different perspectives to that idea, and then to reach some way of reconciling or making sense of those perspectives through compromise, differentiation or prioritisation.
This step is relevant to everyone who is involved in generating and developing ideas.
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 can be assessed through discussion. 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: