To achieve Step 8, individuals will show that they can demonstrate that they are understanding more complex ideas by repeating or rephrasing what they have heard.
In the earlier Steps 6 and 7, individuals showed they were listening by using eye contact, body language, and open questions. This builds further by showing engagement with the content of what they are hearing itself.
The building blocks of this step are learning how to:
In education, teachers, lecturers, tutors or coaches will share important information with you on a daily basis. This might be in the form of instructions for a task, sharing how to complete an application form or sharing directions to an event. As these topics are not too complicated, summarising can help you to identify and remember the key points. This will ensure you follow what has been said accurately and act appropriately.
Equally, you might often listen to complex ideas or concepts such as how to answer a new type of exam question or how an advanced scientific process works. By effectively using the technique of rephrasing what you have heard, you can determine whether you have fully understood an idea. As teachers and lecturers are often limited in time, understanding how to time sharing your rephrasing is important especially if they are delivering a message to a large group of people.
In the workplace, there are many occasions when information is shared with us. This might include directions to the offices of a client, instructions on some new software, or sharing how to complete a report. When listening to slightly less complex content, we can use summarising to ensure we have effectively understood the key messages being shared. By clarifying your understanding, you will be able to avoid making mistakes which could have cost the business time or money.
You may also be required to understand more complex ideas such as the introduction of a new process for interacting with new customers or clients. In these situations, using the technique of rephrasing, we are able to test our understanding and demonstrate the confidence we have in taking on new tasks in our job role.
In the wider world, when interacting with friends, family or others, we may listen to them explaining their interests, how to do something or share the details of an upcoming experience or event. In order to best understand what they are sharing and support them with it, we may use summarising or rephrasing to ensure we have correctly comprehended an idea. When speaking with one other person, they might make it obvious when you can share your summary or rephrasing but in larger groups this might be more challenging. To ensure you do not discourage someone from sharing or fluster them, you must ensure you timing is appropriate.
To best practise this step of Listening, 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 is a skill step that lends itself well to being reinforced in class:
This step can be assessed through observation or a deliberate activity. For example:
This step is particularly relevant to individuals’ working on more complex tasks or projects and to those involved in receiving or setting work for other people.
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 observation or questioning. This could involve:
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 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.