To achieve Step 12, individuals will show that they can identify risks and gains from opportunities, and then develop plans to mitigate those risks and deliver the gains.
In the previous step, the focus was on how to identify risks and potential gains from a project. This step expands on this by also considering how to create plans to manage those risks and gains.
The building blocks of this step are learning:
In education, if we consider learning to be the gain, it is important to have regular opportunities to reflect on the learning experience to date. Identifying any gains made – the progress of the learner - is essential. It will enable both the learner and educator to celebrate these positives and also to consider the next steps. Being able to note any potential risks to future learning will enable plans to be put in place from the outset to best support the learner to manage them.
Identifying potential risks is important for any business, large or small, as decisions are made. It can be helpful to identify the probability of them occurring as well as the strength of effect that they would have. The decision makers, often managers or senior leaders, can then prioritise which are the most important risks to mitigate. In larger organisations project managers often have this responsibility and can monitor a risk register. This risk register is something that should be reviewed regularly as part of any project to be undertaken.
When undertaking any project, be it a personal one, for example to learn a musical instrument, to get fit or re-decorate your home, or one assigned through your job role, such as improving a product or reducing costs in the workplace, the main motivation to get going on it is the gain that is expected once the project is completed. As a project runs, before it is completed, changes can happen. New learning can take place. It is therefore important that all those involved in a project regularly check in to share updates and to make sure a project is on track. New opportunities may also come up and plans may need to change – this can all be done positively if regular reviews are included.
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 can be reinforced through wider studies where there is a discussion of risk and potential gains. This includes subjects like economics, business studies and humanities as well as looking at examples from current affairs.
This step is best assessed through a practical exercise where learners are given a scenario where they create a risk register in response to a particular scenario. This should demonstrate their ability to identify appropriate risks, come up with a reasonable judgement of the severity of the risk and its likelihood, and then suggest some mitigating actions too.
This step will be relevant to individuals who have a role that includes making plans and managing associated risks.
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 discussion as the individual takes part in a project. 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 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.