To achieve Step 5, individuals will show that they can generate ideas by combining different concepts.
In earlier steps, individuals thought about creating ideas when given a clear brief and success criteria, and then when they had to create their own success criteria to improve something. In this step, individuals build on this by exploring how they can combine different concepts to generate new ideas.
The building blocks of this step are learning:
When coming up with lots of ideas or working with others, we might choose one idea or we may be able to pick out the best bits of each and put them all together. Within topics and across different subject areas we can combine parts or concepts to create new and improved ideas. Breaking down ideas into component parts helps us to see their specific purpose in meeting our success criteria, as well as focusing our improvements. As an example, we could take our learning about food and science to improve our approach in sports. Or we could use team examples of nature and art when designing a set for a play.
Many business ideas begin by combining different concepts to create something brand new, for example a children’s suitcase which can be sat on by a child thus doubling up as a mode of transport. In order to provide inventive solutions to services and products, we can use the approach of combining concepts or components to form original creations. When collaborating with others, we need to be able to combine our thinking with different perspectives, be that a peer, manager, client or customer.
Combining different concepts together helps us to come up with original ideas which can motivate us to keep improving and innovating in our wider lives. When making decisions with others we might combine different concepts and ideas to reach a compromise. For example, when cooking for a large group, you may want to combine dishes or cuisines to cater for everyone.
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 is a step that can be reinforced in other areas. For example, learners could be encouraged to explore two characters who they have been reading about by thinking what would happen if they were combined.
Equally, when learners come up with ideas, you could give them another idea which they have to combine with it or ask them to combine ideas as a group. During group activities, learners can be asked to explicitly identify where different components of group ideas have come from.
This step is best assessed through a structured, assessed task as laid out in the Teaching It section above. The critical thing is that the focus should be on a topic area that the learners are familiar so that they are demonstrating their ability to combine ideas rather than their subject knowledge.
This step is relevant to all who will use their ideas to generate new ways to do something.
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 by
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: