To achieve Step 1, individuals will be able to communicate how they are feeling about something to their teams.
In the previous step, the focus was on individuals being able to recognise their feelings about something. This step builds on this by thinking about how to share those feelings with others.
The building blocks of this step are learning:
In education we often have to work with other people, sometimes in pairs or in larger groups. We may have to work on a project, prepare a drama piece or practise a presentation. When working with others, it is important that everyone contributes and plays their part in the work or tasks to be done. How we feel about something can influence how we work with others, and may affect the contribution we make, either positively or negatively.
Our success at this step will depend upon our ability to express these emotions and feelings in an appropriate manner. All benefits may be lost and negative situations appear even worse if we do not think about how we share them.
In the workplace, we often have to work as a member of a team. This may be a long-standing or permanent arrangement, for example a department production team. In some cases, the team may be brought together for a short-term period for a specific project or task. The team may be in different locations and work remotely, or even meet every day. Whatever the style or location of the team, the group need to work together to make decisions, complete tasks and take actions.
When we are experiencing negative emotions our body language or spoken word may hold the group back from making decisions or completing tasks. If we are able to explain our negative feelings about something, others in the team may be able to help through support and understanding. We can then play a full role as a contributing member of the team. Likewise,if we are feeling a particularly positive emotion, we can use that to help our team move forward, get decisions made and tasks completed with enthusiasm, energy or even excitement, through our motivation and encouragement of others.
In our daily life we are likely to spend time with others: for example, playing sport or spending time with friends. Whilst we may not be labelled as a team, we are doing or enjoying something together and how we feel about it is likely to impact on our behaviour towards others or the activity.
When we are experiencing negative emotions our body language or spoken word may hold the others back from playing the game well or enjoying themselves. If we are able to explain our negative feelings, others in the group may be able to help overcome the negative emotion, through support and understanding. Likewise, if we are feeling a particularly positive emotion, we can use that inject enthusiasm, energy or even excitement, into our sport or social life.
To best practise this step of Leadership, 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 the classroom quite easily. When learners are in groups, it can be good to encourage them to express how they are feeling about things that their groups are discussing or working on – and how to share their feelings effectively. This might also be a helpful approach to resolving conflicts outside of learning.
This step is best assessed through observation of group tasks and reflection when incidents have occurred. You will be looking to see that learners can effectively share their feelings without causing further harm or upset, and where possible to resolve differences.
This step is relevant to all individuals at 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 a reflective conversation with an individual. For instance:
During the recruitment process, this step could be assessed for 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: