To achieve Step 11, individuals will show that they can innovate effectively as part of a group, not just when working alone.
In earlier steps, the focus was on how to develop ideas individually, using tools like mind mapping, questioning and considering different perspectives. This step builds on this by looking at what changes when other people are involved in the creative process.
The building blocks of this step are learning:
If working in a small group or taking part in a class or seminar, innovating with others can help us generate more ideas, combine multiple perspectives and refine our work through questioning. These factors can help us develop more diverse and original ideas and learn more effectively than innovating alone. However, we have to be careful make sure our ideas are challenged so that we can develop and avoid groupthink. We should feel confident sharing our ideas in a safe space for learning even if working with others who we are less familiar with.
Innovating in a group plays a key role in a range of job roles. Working creatively with others can help broaden perspectives so that we can identify with other stakeholders like clients, customers or colleagues. When generating new ideas, a diverse group of opinions can stimulate more original thinking. When making decisions in meetings, it’s important to challenge the consensus, consider a range of factors and not rush to a conclusion. Employers and employees work together to promote a culture in the workplace where individuals feel safe and confident contributing their ideas.
In our everyday lives we make be part of several different groups such as our family, friends, community and hobbies. We can use creativity to innovate in these groups and make plans together. Surrounding ourselves with others who hold different opinions and ideas helps us to broaden our own outlook, teaching us about others and ourselves.
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 whenever there is a chance for group innovation or idea generation. Learners should be reminded of some of the key tools before starting the exercise. At the end, they can then reflect as to whether they managed to use those strategies in practice.
This step is best assessed in combination:
This step is relevant to everyone who is involved in generating high quality 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 best assessed through observation and questioning. 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: