To achieve Step 3, individuals will show that they can generate ideas when given a clear brief.
In earlier steps, the focus was on the use of imagination, and how to share what learners can imagine through speaking, role play, and drawing pictures or diagrams. This step shifts now to think about idea generation rather than just imagining.
The building blocks of this step are learning:
When we are set learning tasks, we are given a written or spoken brief. Usually we will be given success criteria to help us understand how best to complete the task and to focus our imagination and ideas. We may be given a brief for a written, visual or practical task such as finding the right solution, creating a product or designing a warm-up exercise. The brief and success criteria can help you to come up with different ideas so that you can identify the best option.
In the workplace, we may be given a clear brief from our manager, a client or a customer. We may work with a wider team to contribute elements to the same brief but each be given our own success criteria: for example an architect and a builder or a graphic designer and a writer. Each person or team will need to generate multiple ideas to address the brief and meet the success criteria. It is important we follow the set brief so that those who receive what we have created are satisfied with the outcome and our work.
In our daily life, we often face problems or challenges which need to be resolved. It’s important to think of lots of different ideas before we choose the best option but this can be difficult if it’s not clear exactly what we need to do. A clear brief makes the task easier because it helps to focus our thinking. For example, when choosing an appropriate coat for winter or a holiday destination. We can compare our ideas and check them against the brief we were given to make sure we have been successful.
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 lends itself to being reinforced in lots of different aspects of learning, when you are encouraging learners to engage with a particular topic or subject area. Some further strategies can be used by a teacher include:
This step is best assessed through a structured activity. This can include giving them a simple brief with clear success criteria. Try to structure the activity so that there is space for learners to generate lots of ideas, and then go through the process of filtering that list down.
This step is relevant to everyone who will create ideas as part of their 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. 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: