To achieve Step 11, individuals will show that they can build productive relationships beyond their immediate team.
In earlier steps, the focus was on how to improve the team by avoiding or resolving unhelpful conflicts. This step is about being able to widen the range of external relationships that the team can benefit from.
The building blocks of this step are learning:
To teach this step:
This step can be reinforced if there are mentoring or coaching opportunities available to learners, or where they might need to seek external advice or help – for example, on college or university applications, social action projects, or parts of their studies.
This step is best assessed through observing and reflecting with learners on how they have developed a professional relationship, and the steps that they went through to start that partnership, to develop it, and then to sustain it over time. If observation isn’t possible, then a written reflection might be enough.
This skill step is relevant to individuals who have to build relationships beyond the organisation.
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 for 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.
In school or college, we tend to form groups or teams within our classes or circles of friendship. It can be easier and habit forming to work with people most familiar to us. This has the potential to reduce the different perspectives within a team and can narrow the range of experience and skills of the members. On occasion, the team task or activity may call for skills, knowledge or experience beyond that of the group and the ability to refer to people outside the immediate team will be beneficial.
In the workplace, we would be very lucky if our team encompassed all the knowledge, skills and experience necessary to achieve a successful outcome on each and every occasion. By building relationships outside the immediate team, through networking with other departments and with people outside the organisation the team gains access to a greater wealth of knowledge and support. This can help the team to make more informed and better decisions. This in turn will help the business or organisation to achieve its goals more effectively.
In the wider world a team is usually created from people with a similar interest in a subject, or activity, for example a horticultural group, sports team, charity volunteers. As a consequence your team is likely to comprise individuals with similar skills or experience. If your team is required to make a decision or do something which is unfamiliar or challenging you might benefit from drawing on the support of others. If you have built relationships outside the team then there are people who may be able to offer advice or provide information to the team and allow you to make better, more informed decisions.
To best practise this step of Teamwork, 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!
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.