To achieve Step 3, individuals will be able to make points in a logical order when speaking so that a listener can follow and understand the meaning of what is said.
In earlier steps, individuals focused on how to speak clearly, so that the words they were saying could be understood. The shift now is to focus on the meaning of their communication – particularly ensuring that the points they are making are in a logical order.
The building blocks of this step are learning:
In education, we often have to present or discuss our work to others in the group, we may have to make suggestions to members of staff or speak at the student council or in an assembly. In each case we need the listeners to understand our work, ideas or suggestions so that we may gain marks in class, or get others to agree to our plans. For others to gain a full understanding, the points made must be in a logical and sensible order. The speaker must make it as easy as possible for the listener to make sense of what is being said.
In the workplace, instructions and plans are often discussed so that everyone understands what to do. Whether it be in a shop, building site or hospital, everyone needs to work together and follow the same procedures to ensure correctness and a consistent standard of work. Instructions, therefore, must be given in a sensible, logical order and understood by all.
If at work, you are trying to persuade others of a new idea or make a suggestion, there will be a greater understanding if you have thought through the order of what you are planning to say.
When we are giving instructions, explaining how to do something or even persuading friends to do a specific activity, we need to explain the steps and ideas with clarity, in a logical order. If the elements are not put together sensibly, no one will understand you or they might be more likely to disagree with you. If you are complaining about faulty goods or service, the listener is likely to be more sympathetic and take action if your explanation is logical and easily understood.
To best practise this step of Speaking, 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 is good to practice in the classroom. Although the focus in this step is on speaking, logical ordering of ideas is useful in written work too.
This step can be assessed through observation of speaking or a structured activity. For example:
This step will be relevant to everyone who uses verbal communication often in their work, especially those who regularly offer explanations or instructions.
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 and questioning.
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: