To achieve Step 7, individuals should be aware and reflect on how they use creativity in the context of their wider life.
In the previous step, individuals showed that they were aware of how they use creativity to complete their work. This step builds on this by expanding thinking about creativity into wider life as well.
The building blocks of this step are learning:
Making sure that we have balance between study, work and leisure is crucial to our well-being. Creativity may be used in activities you do outside of education or when coming up with plans. Creativity can be used in all different areas of life: sports, arts, technology, cooking, reading, gardening. As well as providing an outlet for creative thinking and enjoyment, the experiences and memories we make can help to spark our creativity when we study.
We can transfer the creativity we apply in our wider life to support ourselves to be more creative in the workplace. We can use aspects of this creativity to benefit our work, whether that be in planning informal events, starting a hobby group with colleagues or drawing on our experiences outside of work to inspire projects and build relationships.
We may use creativity skills in hobbies, making home improvements, caring for friends and family, travel plans or fitness plans. Creativity sparks curiosity and helps us learn. We can use creativity to come up with new ideas and make improvements to our everyday lives. Sharing what we imagine with others can also help us build connections and discover new interests.
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:
The teacher can start by modelling lots of the different areas of their wider lives where they use their creativity – for example:
Learners can then think of all of the different times that they use creativity in their wider lives. For example, this could include:
Learners could then be asked to reflect on how using creativity in one area of their life has helped them in another area of their life – for example, between work and life.
There are a variety of things that can be done to support and reinforce learners’ understanding of how they use creativity across different aspects of their lives. For example, the teacher could:
This step is best assessed through learners’ reflections. For example, getting them to complete a journal or reflection on times when they have used creativity in lots of different areas of their lives.
This step is relevant to all who will use their ideas to create new things in more than one setting.
To build this step in the work environment, managers could:
Explain why it is helpful to recognise the ways we are creative in different aspects of our lives. To support this explanation a manager can model an example from their own lives. This model could show how being creative in one aspect of their life has been of benefit in another aspect of their life. A manager might consider drawing examples of how they’ve been creative through:
Task an individual on an exercise to interview three experienced colleagues, who have a reputation for being creative, asking them how being creative in other areas of their life can support them to be creative at work. This exercise can help an individual to recognise the benefits of creativity in the context of their wider lives.
Reflect with an individual on which areas of their life they use creativity the most
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through a reflective conversation 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: