To achieve Step 13, individuals will show that they can support others to innovate by sharing a range of creative tools.
Up to now, the focus has been on equipping the individual to be a creative and effective innovator. Along the way, we have explored how to use imagination, how to generate ideas, to use creativity in work and wider life, and to use tools like mind mapping or questioning. Most recently, the focus has been on how to work in a group and build your stock of experiences and stimuli.
In these final three steps, the focus is now on how to support others to become more creative.
The building blocks of this step are learning:
If working in a group, or supporting another peer to innovate, boosting the creativity of others will help your team to be successful. A wide range of tools can be shared, depending on the setting and task at hand. Idea briefs and success criteria work well to stimulate ideas and help everyone work towards a shared goal. Mind-mapping and questioning can broaden the group’s perspectives when combining ideas on a project.
Across all workplaces there will be opportunities to innovate, as a team, department or organisation. Using creativity tools and skills to support others will promote greater diversity in ideas and lead to more effective solutions for products, services and processes. The ability to employ a range of tools can help others avoid some of the pitfalls of group work, broaden experiences and seek inspiration from new or unexpected stimuli, resulting in more original ideas.
Friends and family may seek advice and support for a number of reasons. To help others innovate we might consider suggesting new experiences for them to try or asking questions to generate more ideas.
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 reinforced whenever there are collaborative creative tasks to be undertaken. Learners can be reminded of some of the different tools that are available to them and encouraged to support each other by sharing the tools that they like to use.
This step is best assessed by asking learners to prepare a presentation about the range of creative tools that are available. They should present this to their peers or the teacher, including clear explanations of how they can be used.
This step is relevant to everyone who helps others to generate 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 discussion and collecting feedback from stakeholders who work with an individual.
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: