To achieve Step 9, individuals will be able to use their knowledge of the strengths and weaknesses of others in the team to allocate roles effectively.
In the previous step, individuals showed that they were able to appraise the strengths and weaknesses of members of their team. This step builds on this by looking at how to use these insights to allocate roles effectively.
The building blocks of this step are learning:
In education, there are roles allocated to learners which may be for a short period of time: for example, preparing the script for an assembly, or meeting with senior staff to gain permission for an activity. In these cases, a group is likely to select the person with the most appropriate skills: someone good at creative writing, or someone who is respectful, organised and speaks with confidence. In such situations, we are likely to make a quick decision based on what we already know about someone.
However, roles may be allocated for the whole of the academic year, for example, prefect and student leadership roles, subject representatives or club responsibilities. In such situations, there is likely to be a more rigorous identification by the team of the skills and attributes of individuals and the roles allocated accordingly.
In a workplace department, individuals will have different strengths and weaknesses, this is likely to be the case even if a department has a single function and comprises similar roles. For a department to function most effectively and efficiently, we need to allocate a role to the most appropriate person, if not, the department’s productivity is likely to be reduced.
To recruit a new person to a specific role within the team, it is likely that a job description will be prepared, stating the skills and attributes that are essential and those that are less important. An individual applying for the role will then be assessed to ensure their strengths and weaknesses match the requirements. An ability to assess the strengths and weaknesses of colleagues and match to the requirements of a role is absolutely essential if you are to be an effective leader in the workplace.
Socially or in our home lives, we have many different tasks which require completion.This may be keeping a track of spend on a holiday, supporting an elderly relative who is ill, or organising a birthday party. In each case, the role is best suited to a person who has the skills or attributes required of each role. Confidence at this step of leadership, will enable you to assess the skills and weaknesses of others in your family or social circle and make suggestions as to who might be the most appropriate person to complete each task.
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 if learners are given an extended collaborative project where there will be lots of opportunities for them to think about the different roles that need to be completed and allocated.
This exercise can also be used by reflecting on individuals that learners come across in their wider studies – for example, in geography, history or literature.
This step is best assessed through a structured activity where learners have to make an assessment of characters’ strengths and weaknesses based on profiles they are given, and then allocate roles accordingly. A reflective discussion can help uncover learners’ thinking through this process.
This step is relevant to individuals who want to help others make a significant contribution to the team goal, and are in a leadership position to allocate roles.
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 observing the individual as they take part in a training exercise and have a reflective conversation with a manager at the end.
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: