To achieve Step 6, individuals will show that they can contribute to group decision making.
The previous steps were focused on the essential parts of being able to work well with others. The focus now shifts to how to make a contribution as part of a group, starting with how to contribute to group decision making.
The building blocks of this step are learning:
To teach this step:
This step lends itself well to the classroom where there is the opportunity for learners to work together on problems or questions. Before such activities, learners could be reminded of the goal to make a helpful contribution to group discussion and some ideas of how best to do that.
This step is best assessed through an observed activity, similar to that outlined above. The teacher would be looking for evidence that learners can make positive contributions to group discussion. This could also be assessed over a more extended period if there are regular opportunities for group work that gives the opportunity for this skill to be used.
This step is relevant to all those who have the opportunity to feed into shared decision-making.
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 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.
In education we often have to work in groups on a project or activity, both in and out of the classroom: for example, a project on a topic you are studying in History, organising a school fund-raising event or setting up a club for younger students. In each case, as a member of the team you will need to contribute to the discussions about how, who, where, when or what you are going to do. If you remain silent, the group may think you are not interested in the project or even disagree with their ideas and proposals, they may start to exclude you from further discussion and decision-making.
When we are included in a team to organise or complete a project at work it is likely to be because your manager or team leader thinks you have something to contribute to the group: perhaps you are creative and full of ideas, maybe you are good at organising and will maintain tight control of the plans, you might even just be a good motivator and encourager. It is therefore important to participate in discussions, and contribute, even if only to support something someone else has said. If you choose to remain silent, your manager may think you have nothing to offer and you may be perceived as adding little value to the team. To build your reputation within the workplace you need to make a contribution.
If you are taking part in a group activity in the wider world, it is highly likely that you are doing so from choice. For example, a volunteer for a charity, a member of a club or organising social activities with friends or family. In each situation the other members of the team will want reassurance that you want to be there, are interested in the activity and are keen to participate. Making a contribution to the discussions and decision making is evidence of your engagement and provides positive endorsement that you wish to be involved.
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.