To achieve Step 15, individuals will show that they can use coaching as a means of supporting others to be more creative.
In Step 13 and Step 14, the focus has been on how to support others to be more creative. This included sharing a range of creative tools, and then by evaluating those tools to find the best one for the situation.
This final step of Creativity draws together all of the learning that has happened so far, and focuses on how to support creativity in others.
The building blocks of this step are learning:
Teachers play a key role in helping us to achieve our potential by sharing knowledge and skills, and broadening our perspectives. However, we can also help our own personal development by supporting our peers and coaching them to improve ideas or reach solutions more effectively. By working with others to improve creativity, we can develop our own creative skill set and learn from their experiences.
Colleagues and managers can help individuals improve their creativity in different ways. It may be helpful to provide a soundboard for a new project or to coach a colleague to resolve a dilemma. A coach may ask questions and challenge others to consider new factors relating to a product, service or process. Line managers may use coaching to help others think creatively about their own personal development. A supportive environment with effective coaching, both formal and informal, can boost creativity more broadly in the workplace.
We can use coaching in our everyday lives in a range of scenarios. We may provide informal coaching for friends and family by helping them generate ideas, being a soundboard as they solve problems or sharing new perspectives. For example, if we were to give advice about how they could renovate their home, we could ask questions or help them consider new factors so that they ultimately make a decision that they are happy with. Whether we give our opinion or share expertise, we can play a supportive role to help others achieve their potential.
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 in group creative tasks. One learner can be allocated the role of coach, and support others to structure the creative process, without contributing ideas or making decisions.
This step is best assessed through observation of a learner coaching another or others. The teacher should be looking for evidence that they can use carefully constructed questions to help encourage the individual being coached without becoming directive.
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 a discussion and collecting feedback. 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: