To achieve Step 4, individuals will show that they can persist at a task but also respond to setbacks by thinking about what they can learn from when things go wrong.
In earlier steps, the focus was on how to keep trying and stay calm when something goes wrong, with a focus on managing their emotional response. The development here is to introduce some analysis of what caused the problem, and how to learn from it.
The building blocks of this step are learning:
To teach this step:
The teacher can introduce the step and the question of how we might learn something when things go wrong. Each of the four main types of learning opportunities can be introduced, and the teacher could model an example of each in turn. Learners could share their own examples from their experience at school or from their wider lives.
The teacher can remind learners of the importance of getting back into a positive, or at least neutral, emotional state before they can think about what happened and review it.
Learners could contribute their ideas of questions that they could ask themselves to review a situation and make improvements. The teacher can organise them into the three broad categories of:
Learners could then reflect on a real incident from their own lives, or analyse a created scenario – either alone, or in groups.
This is a step that lends itself well to the classroom, as it can be a powerful tool for turning setbacks into more positive learning experiences. It can be applied to events that are being learnt about – natural disasters, historical events, scientific experiments, events in literature – or to events in learners’ own lives.
This step can be assessed through a discussed hypothetical task, but a key part of mastering this step is the learners’ ability to control their own emotional response first, and then to be able to look at a situation reasonably objectively. For this reason, discussion of events from learners’ own lives might make for a better assessment approach, but this will need to be supplemented with a sustained view of how learners really react to things going wrong.
This step will be relevant to those who will experience setbacks at work.
To build this step in the work environment, managers could:
Discuss the importance of trying to learn something when things go wrong. Here a manager might explain that this learning might come from several places, listing the four examples set out above.
Model how to get back into a positive, or at least neutral, emotional state before they can think about the lessons they can take from that event.
Task an individual to review a current work situation and make improvements. A manager might support an individual through a process where they:
Reflect with an individual about how an individual has learnt from a real incident from their own lives.
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through extended discussion with an individual. 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.