To achieve step 4, individuals will need to understand the main reasons why others may want to communicate with them and to be able to identify when each is being used.
In the steps so far, the focus has been on the tools of effective listening, but to make progress individuals need to be able to start identifying what the purpose is behind what they are hearing.
The building blocks of this step are learning:
To teach this step:
This is a step that lends itself to regular practice in the classroom and supports effective learning. The teachers can ask learners to think about the communication they have just heard in the classroom and what the purpose of the communication was. For example, was the teacher encouraging, giving instructions, presenting facts or sharing an opinion?
This sort of modelling can be undertaken regularly and supported by visual reminders of the different purposes of communication up in the learning area.
This step lends itself well to being assessed through a simple exercise. For example, a matching exercise where learners are asked to link what they have heard to what they think the purpose of the communication was, or creating their own examples of communication with different purposes.
This step is relevant to most individuals who work with others in the course of their work, whether colleagues, customers or partners. Individual who collaborate with others on team projects may find developing this step particularly useful.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill step in the workplace:
For those already employed, this step is best assessed through observation and questioning. For instance:
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.
As an individual, you might be thinking about how best to support your own essential skills. The good news is that there is lots that you can do that will have a big impact, including:
We’ve developed a whole series of tools and resources to help you to build these skills, including:
As a parent or carer, you might be thinking about how best to support your children to build their essential skills. The good news is that there is lots that you can do that will have a big impact, including:
We’ve developed a whole series of tools and resources to help parents to build these skills, including:
There is also content for older children and young people, including short activities and reflections that they can complete alone, or with you.