To achieve Step 6, individuals will show that when faced with a setback, they can cheer others up and then encourage them to keep trying.
In the previous step, the focus expanded from the individual managing their own emotions to thinking about others’ feelings too. This step builds on this by focusing not just on how to cheer others up, but to keep them focused on persisting with a task.
The building blocks of this step are learning:
In education, we often find ourselves working with others and when we are learning we are all likely to find things challenging. Sometimes the challenges may feel so great it can feel like there are lots of things going wrong. At times like these a person may think about giving up. It is at these times that it is important for them to keep trying. Many educators believe this is when the greatest learning can take place. Having the ability to encourage someone else to keep trying when they are feeling like they want to give up, to be able to motivate them, will be beneficial to their learning and your own.
When things go wrong at work it may mean someone may want to remove themselves from the situation and avoid the task or their job altogether. This can be problematic in any workplace because rarely does one person work on their own in isolation. Most workplaces require their employees to work together on smaller tasks which build together in larger projects. If one person does not complete their task, it may mean someone else has to do it as well as their own job – adding to their workload. A replacement may need to be hired. This can mean the whole project takes longer to be completed than originally planned. This may cost the business more money and may even damage their reputation. Being able to motivate yourself and your colleagues to stay positive, and keep trying the best they can is therefore desirable. Some businesses and organisations work hard to retain their employees for their resilience and ability to stay motivated and motivate others.
Things go wrong. It is part of life. We may find certain situations are difficult and they can cause negative emotions to be experienced. Having strategies we can use in trying times can help us to stay positive and not to give up. This is valuable not only for our own well-being and mental health but for others too. Being able to offer support to our family, friends, colleagues and community by encouraging them and motivating them can help them maintain positivity. We should try to focus on what is going well, encouraging others to see progress and recognising their efforts.
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 when there are group activities already taking place, where learners might need to face setbacks together. Here, the teacher can help to scaffold learners in thinking through how motivation might have changed in response to something going wrong and facilitate them thinking through some of the motivating questions together. Over time, learners can take more of a lead in motivating one another – a process which will be supported by opportunities for reflection and feedback along the way.
This step is best assessed through observation in a structured activity. For example, learners might be working together on an activity where something happens to reduce their likelihood of a successful outcome. It can be identified through the assessment where learners were able to maintain the motivation of others in their team to complete the task.
This step will be relevant to people who encounter setbacks at work with others.
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 discussion, reflection 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 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.