To achieve Step 3, individuals will show that they can take responsibility for completing their tasks.
The earlier steps have been about building the foundations of being able to work effectively with others by working positively, behaving appropriately, and being on time and reliable. This step builds off this by focusing on taking responsibility.
The building blocks of this step are learning:
Taking responsibility is taking charge of something and working to ensure that it is a success. It means that you get the praise if it goes well, but it also means that you have to take the blame if it goes badly.
In this context, it means that when given a task, you work hard to make sure that it happens and don’t make excuses or blame other people if things go wrong. Instead, you try to fix any problems yourself or find someone else to help, rather than giving up.
There are lots of positive sides to taking responsibility for something:
There are also potential negatives to taking responsibility:
To get the balance right, there are certain things you should try to push for when taking responsibility:
In these cases, it is a good thing to take responsibility, for all of the positive reasons that we have already talked about.
Showing that you can take responsibility is a key part of being able to work with others and make a contribution to a shared goal.
Throughout education we often have to work with others on a project or assignment. Roles and tasks will usually be shared between the group, according to skills, interest or time available. The work given to you is likely to have a deadline, either because someone else needs your work to be able to do theirs or because the whole project has a final deadline. You will need to act responsibly and ensure it is completed on time so that you do not let others down. The group would not be impressed if they failed the assignment because you did not do your part properly.
In the workplace, most things we do have an impact upon someone else in the organisation, for example, completing our task on a production line, ordering goods for another department to use, preparing information someone else needs to make a decision. By taking on responsibility for the task we are committing to complete it, ready for the next person who is relying on our work. Being reliable and responsible at work may be rewarded with thanks, praise, promotion or even increased pay. Someone who does not take responsibility for completing their work may find they cannot retain their job in the long term.
In the wider world we may have to take responsibility and do something for other people, for example, booking tickets, arranging a visit, finding information. Friends or family may be waiting for the information or relying on you to get the tickets. Failure to complete any of these tasks will disappoint or even annoy the others. They may seek to blame you and perhaps not include you next time an activity is planned.
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:
The concept of taking responsibility for completing tasks is a good one to build and reinforce in class. When learners receive tasks for themselves, they should be told how they are being given responsibility for completing them (whether they are individual or group tasks) and the teacher can reinforce clear expectations.
This step is best assessed through observation over a sustained period to see whether learners are able to demonstrate taking responsibility for completing tasks over the long-term.
This step is relevant to all those who with others on shared projects.
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 by observing an individual over a sustained period to check they are able to take responsibility for completing tasks over the long-term.
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: