To achieve Step 15, individuals will show that they can identify any capability gaps in their teams and use their external relationships to help fill these gaps.
In the previous step, the focus was on how to evaluate the strengths and weaknesses of the team, and use this to provide the right support to team members at the right time. This step builds on this further by thinking about how external relationships can also be mobilised to support the team.
The building blocks of this step are learning:
When you are in the later stages of your education, you are likely to have met a range of people from outside your educational setting. Relationships may have been built with people involved in your work experience, coaches and mentors, areas of personal interest and experts in any number of subjects. As you develop your confidence in adding value to your team, so you will be able to recognise the need for further advice, information or support and not only that but know the person to ask or invite. This is why the development of relationships and networks becomes increasingly important.
The ability to recognise what your team may need or be lacking, is one thing, but having people in your network that you can invite to support or advise your team is even more powerful. At work, you may know people from a different department in your business who could join your team for a meeting, to offer support. However, it is equally important to know people from outside the organisation who may be willing to support your team. Their expertise and knowledge can be invaluable in providing a piece of essential information or specific advice.
In the wider world, the commitment to your team tends to be on an unpaid basis, either through shared interests or community responsibilities, for example, a Board of Governors, community interest group or local sports club. The team will not necessarily have the expertise it requires to achieve its goals, particularly as the members of many such teams are voluntary and not selected. It is therefore extremely productive and beneficial if you have a network of support and expertise that you are happy to engage and introduce to your team to enable the goals to be achieved.
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 most effectively reinforced over an extended project, where teams might have scope to engage external individuals for support, expertise or additional capacity.
This step is best assessed through observation of a sustained project where learners need to engage with others outside of the team in order to complete the tasks. The teacher can observe that the team make an appropriate appraisal of the support that they need and who they can ask for that support. The teacher should also observe whether the team can maintain that positive relationship thereafter. This can be complemented by reflection from the individuals themselves.
If this is not possible, individuals could reflect on occasions in their wider lives where they have demonstrated this step.
This skill step is relevant to individuals who work in teams where they can bring in external relationships and expertise.
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 observation over time. 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: