To achieve Step 12, individuals will show that they can reflect on the team’s progress and suggest improvements as a result.
In the previous steps, the focus was on how to work well with others, how to contribute to team decision-making, and then how to improve the team through managing unhelpful conflicts and building external professional relationships. This step focuses on how to influence the team to make it more effective.
The building blocks of this step are learning:
In school or college, the focus is on learning. The majority of the teams you area member of will have goals to enhance your learning even further, for example in seminar groups and discussion groups. To ensure your learning is of the highest quality, it is important to ensure that your team is functioning effectively and efficiently. It is therefore beneficial to your learning if you can master this step and communicate your feedback on progress and improvements to the team in a positive and constructive manner.
Every organisation aims to operate as effectively as possible so that productivity can be maximised, whether it be the number of customers served, pupils taught, products made or goods sold. Time spent in your team making decisions and putting plans into action must be used efficiently. If the processes within your team could be improved in any way then it is important to feed this back to the team, however, the manner of communicating your ideas for improvement should be positive and considered.
Meetings, teamwork and group discussions take time out of your day and in the wider world, time away from school, college or work is precious, it is for relaxing,enjoyment, hobbies and interests. Group activities and discussions therefore need to be efficient, viewed as time well spent. If you think things could be done better, differently or progress could be improved then considered, well managed feedback needs to be given. The team will be grateful if the outcome or process is better for everyone.
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!
To teach this step:
This step can be reinforced whenever learners are working in a group. The teacher can pause the group and ask learners to think about how their group is working across the four dimensions shared above. Learners can reflect and then make changes.
At a more advanced stage, the teacher can ask them to reflect on this at the end of a task, which will be a better indication of whether they were able to both recognise where improvements could be made, and then actually make them.
This step is best assessed through an observation of an extended project or challenge, then coupled with a reflection. It should be clear to the teacher during the observation that the learner is proactive in identifying issues and then trying to influence their team to address them.
This observation can be complemented by a reflection which is either discussed, presented or written.
To build this step in the work environment, managers could:
Reflect with the individual on their previous experiences of working in teams, helping them to become more aware of sources of team improvement.
Demonstrate some options an individual can try to influence the team’s progress. To achieve this a manager might model different approaches an individual might try for the situation. A manager might show a diagram which demonstrates when conditions are favourable for different approaches. Approaches might include:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through observing an individual over time and having reflective conversations with the individual. For instance:
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.
At home, you can easily support your child to build their essential skills. The good news is that there
are lots of ways that you can have a big impact, including: