To achieve Step 4, individuals will show that they are willing to support others, but with an awareness of when they can.
Earlier steps have focused on the building blocks of working with others, looking at working positively, behaving appropriately, being on-time and reliable, and then taking responsibility for completing tasks. This step builds on this further by thinking about supporting others too.
The building blocks of this step are learning:
To teach this step:
This step can be reinforced whenever there is group work, reminding learners that they should think not just about completing their own tasks, but also about how they can support others in their teams too. Good examples can be shared and rewarded.
This step can be assessed through long-term observation of how learners interact with one another and whether they show that they can support one another in an appropriately. It can also be assessed through a structured group activity which relies on learners supporting one another to complete the task.
This step is relevant to all those who work 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 through discussion and observation. 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.
When we work on a group project or assignment at school or beyond, it is unlikely that the jobs and tasks can be shared out equally. There will be differences because of the interest, skills and time available for each individual, as well as what the tasks require. However, responsibility for completion of the project or assignment rests with the whole group so it is everyone’s interest to get the work completed then everyone can receive a mark or grade or recognition for a job well done. It may be necessary to support others to make sure the project is completed.
Each business or organisation will have an over-arching goal or mission, which will apply to everyone who works for them. Each project or piece of work should work towards to this main goal. It is in the interest of every employee to help the business achieve its goal so the organisation thrives and jobs continue to exist. By supporting others, through encouragement, sharing or advice we are helping to achieve the main goal of the business and keeping everyone in work.
In the wider world, working well with others and supporting them may not be rewarded with a promotion, good marks, increased pay or even recognition. The decision to support others could be described as a choice, a personal value or even a sign of respect. However, by working with others and supporting them, for example helping a friend to build a shed, organising a cake sale or planting a community garden, we are sharing our skills, promoting a positive attitude, and encouraging others to complete a group activity.
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.