To achieve Step 14, individuals will show that they can identify the strengths and weaknesses of others in the team and support them accordingly.
In these final two steps of Teamwork, focus on how to support the team more broadly by thinking carefully about the needs to the team, and then bringing in external expertise when required.
The building blocks of this step are learning:
In school or college, every member of a team will have different strengths and weaknesses. Some students may be working to specifically develop these skills but are unlikely to have mastered all the steps at this stage. Therefore it is even more important for other members of the team to share this responsibility and to support the leader in evaluating the strengths and weaknesses of others and supporting accordingly.
A team within an organisation often works together on a permanent basis. In this case, there is a long term benefit of a full and supportive understanding of each other’s strengths and weaknesses, firstly, so that any gaps in the team can be addressed but also, so the team can collaboratively support each other to develop their weaker areas. Over time, the skills of the team will improve, their understanding of each other will enable greater collaboration and the team will become increasingly effective. This will also benefit morale, motivation, efficiency and outcomes which in turn improve the productivity of the organisation.
A team can become stronger if the weaknesses and challenges within the team can be recognised and addressed. With knowledge of people’s strengths and weaknesses tasks can be allocated more appropriately and not induce exposure or vulnerability in anyone. However, this can be problematic for people particularly if they only meet with their team occasionally or on a voluntary basis, for example a community group committee or Board of Governors. If you are able to identify the strengths and weaknesses and positively support people accordingly then the team could become more motivated and the tasks more pleasurable.
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 together in groups for an extended period, or when they are planning a project and thinking about the different roles that each group member could play.
This step is best assessed through observation of how a group interacts and works together over an extended project. The teacher is looking for evidence that learners are aware of, and responsive to, the needs of others in their group.
This observation should be validated through a reflection with the learners who have taken part in the task to explore how they decided how they could help, and whether they assessed the attributes of their team members effectively.
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 and collecting feedback.
During the recruitment process, this step could be assessed for by:
Questioning the individual about instances where they have been able to assess the strengths and weaknesses of their team, and how they supported them accordingly.
Reviewing an individual’s performance in an exercise. This exercise can be about the individual reviewing a case study of the team’s performance. Here they can be given details about a situation the team was facing, some unstructured information about aspects of the team performance and be tasked to prepare a plan on how they can support the team. After a presentation, an observer might interview the individual to look for additional evidence to support demonstration of this skill step:
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: