To achieve Step 10, individuals will show that they can explore a situation and use their analysis to create new plans to use the opportunities they identify.
In the previous step, the focus was on how to look for opportunities in difficult situations, and then adapt their plans accordingly. This step expands on this, but by looking at the creation of new plans as a result.
The building blocks of this step are learning:
It is always best to know what you are wanting to achieve in a learning environment. What are your goals? As a learner if you know what you are aiming for, you can create plans to follow to help you reach your goal. For example, you may want to study in a specific place or institution but you have not got the right qualifications to do it. If you face difficulty in education, it is important to have a clear view on the situation before considering your plans. Ensure you stay motivated to keep working to overcome the challenge, perhaps by speaking with others or doing some research, to create a realistic plan that can help you find an exciting new opportunity.
In a workplace, if something has gone wrong – if a significant difficulty has been experienced – someone or a group of people will be tasked with creating a plan. This will involve: scoping and researching, testing ideas, reviewing and making improvements and putting it all into practise. The entire team will need to be informed and involved in order to make improvements to the business. During the analysis and planning stages, it may involve speaking with people from across the business, perhaps from different departments, to understand what they are looking to achieve overall. Then you can go about creating and sharing the plan with everyone in the team so it is clear what everyone is working towards achieving.
Difficult situations occur within our personal lives. If the situation is predictable, you might be able to make very detailed plans with dates and times for example of when things will be done and by whom. If,however, the situation is less predictable, or changes suddenly, you may need to be more flexible on what and when to do certain things to achieve the overall goal. For example, we might volunteer for a local charity or sports club but due to funding cuts, they have to reduce their services. This might be unexpected and disheartening but it is important to look for opportunities to move forward and make a clear plan. Just as there are many plans, there are many different ways to create a plan, depending on the situation. Being able to adapt to these changes and to see the opportunities that arise shows positivity.
To best practise this step of Staying Positive, 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 best reinforced through a sustained project or piece of work that learners develop from inception, goal planning and then developing a plan. Even better if they then put the plan into practice so that they can see some of the challenges of reconciling their ideas and the reality.
This step is best assessed through a project. Learners could be given the opportunity to regularly reflect throughout the project, whether in discussion with a teacher or through written self-reflections to help them to consolidate their understanding of how to create new plans in difficult situations.
This step will be relevant to individuals who encounter setbacks at work and have the scope to develop new plans.
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 skill step can be assessed through observation or discussion. For instance:
During the recruitment process, this step is best 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.