To achieve Step 8, individuals will show that they can identify the strengths and weaknesses of others in their team.
In the previous step, individuals showed they could reflect on their strengths and weaknesses as a leader. In this step, a similar approach is taken, but extended to thinking about others in the broader team.
The building blocks of this step are learning:
In education, you may work in a team with people you know well, for example, people you have been with in school for many years. In other education settings, you may have to work in a group with people less familiar, for example, in a college or university setting. It is essential that you build confidence in strategies to recognise the skills of others, regardless of familiarity. The ability to recognise different types of skills, and someone’s strengths or weakness in each area, will enable you to work equally successfully with both those well known to you and others less familiar.
A workplace team may be made up of people in your department with whom you work frequently and whose skills, both strengths and weaknesses, are likely to be familiar to you. However, in the workplace, groups are often brought together from different departments, different locations or even different organisations. Confidence in this step of Leadership will enable you to think about your team’s skills and attributes and identify the strengths and weaknesses of the individuals.
In our social and home life, we may have to organise an event or make a decision with others, for example, organise a celebratory party or group trip somewhere. An awareness of the strengths and weaknesses of others will enhance your ability to complete the task successfully.
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 skill step can be reinforced in the classroom by emphasising the critical message that everyone has strengths that they bring to different situations, and everyone has areas of weakness where they can improve. It can be helpful to encourage learners to articulate improvements they are making, and to recognise when they or others are building skills, knowledge, relationships, or character strengths.
This could be extended when learning about individuals in history, geography, literature or world events as learners could use this approach to analyse those individuals.
This step is best assessed through a simulated exercise where learners are asked to appraise the strengths and weaknesses of a character based on the information they are given or what they can research. They should be encouraged to think about each of the four domains when making their appraisal.
This step is relevant to individuals who want to help others make a significant contribution to the team goal, and who are in a leadership role.
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 can be assessed by having a reflective conversation with an individual and collecting feedback from stakeholders who work with the individual.
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: