To achieve Step 9, individuals will demonstrate that they can develop ideas by asking themselves questions.
In the previous step, the focus was on developing ideas through mind mapping. This step continues to think about how to develop ideas, this time through the use of effective questioning.
The building blocks of this step are learning:
Questioning sits at the heart of learning, boosting our curiosity and promoting our creativity. Open questions starting with ‘why, how, who, when or what’ can help provide broader answers. By asking ourselves questions, instead of looking at a problem as a fixed statement, we challenge our brain to look for an answer. For example, instead of saying ‘I don’t know how to do X’ we can ask ‘Who do I know that could show me how to do X?’. Developing our ideas through questioning is a useful tool when redrafting our work and making improvements.
At work we may use questioning to check if we have met our success criteria or to help us set a clear brief. For example, we may ask ‘What is another way of looking at this?’. Questions can provide us with additional information that can help us fulfill our responsibilities in a better way. They can help us direct our thinking and approach a problem in new ways which lead to original solutions for new processes, products, services or responses to colleagues, clients, or customers.
We might ask ourselves questions to help us with our personal development and to better understand our interests and ambitions. Whether we are making plans or creating something new, questions can lead to a broader development of our ideas and support us to make positive changes.
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 well to being reinforced across other learning, because it is healthy for learners to build a positive attitude to redrafting and reworking their ideas. This concept could be used across lots of different subject areas too.
This step is best assessed through discussion. For example, starting with an exercise similar to that laid out above for Teach It. After that, asking learners to produce and discuss a redraft, demonstrating how they questioned themselves and how these questions led to improvements in their ideas.
This step is relevant to everyone who is involved in generating and developing 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 can be assessed by discussing with the individual how they might improve a product or service. During the discussion, an observer might use questions to check if an individual is aware of how questions can be used to build an idea. They can also use questions to check the individual knows what questions would achieve this.
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: