To achieve Step 9, individuals will have to understand what is meant by ‘tone’, how it varies and what the impact of different tones of communicating can be.
In earlier steps, the focus was on listening effectively and demonstrating listening. This step, and Step 10, focus on increasing listeners’ understanding of how they could be influenced by the speaker.
The building blocks of this step are learning how to:
To teach this step:
This is a step that can be routinely practised in a classroom setting. For example:
This step is best assessed through an assessed activity. For example:
This step will be relevant for people who have to work with customers, clients or other external stakeholders where there is influence involved.
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 can be assessed through questioning and observation. 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.