To achieve Step 7, individuals will show that they can contribute to group decision making, whilst recognising the value of others’ ideas.
The previous step changed the focus of Teamwork to how to contribute to group decision making. This step builds on this, thinking not just about how to add your ideas, but how to think about others’ contributions too.
The building blocks of this step are learning:
To teach this step:
This step can be reinforced in learning whenever there is a debate or discussion in class. Learners should be reminded to not just think about contributing their ideas but how to ensure that they are also learning from others and changing their view as a result. Visual reminders of some of the guidance above might help this process too.
This step is best assessed through a structured group activity, as outlined above. Learners have to complete an exercise that requires them to share their views, but also demonstrate that they can widen and change their perspective in response to the ideas of others.
This skill step is relevant to everyone who has the opportunity to contribute to group decision making.
To build this step in the work environment, managers could:
Model the different perspectives individuals might take on the same issue: this can help an individual to recognise how perspectives might differ. Here a manager might use a business question to highlight how different stakeholders might be affected by a decision in different ways.
Reflect with the individual on the value of these different perspectives.
Discuss with the individual some of the ways they can open up their mind to other ideas.
Task the individual to look at different perspectives. This can be an exercise where an individual observes a discussion where group members are sharing their different perspectives on an unfamiliar topic. As the individual observes the discussion they could reflect on:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through observation and discussion with an individual 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.
In school or beyond 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 class, organising a social event or setting up a fundraiser. Having mastered the previous step, you will be happy to contribute to the discussions. Building on this, it is also important to really listen to the ideas and suggestions of others and be prepared to change your mind. A diverse team is likely to gather ideas and suggestions that you may never have thought of before. Your projector activity may be much improved when you encourage and value the ideas of others.
A key feature of all workplace decision making is that all final decisions should align with the organisation’s overall goals. 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 positive to contribute. Making a contribution is essential but now it is also important that you are able to listen carefully and challenge the ideas of others. Your creativity may mean you see further possibilities for the suggestions made by others or you may hear an idea you have not thought of before but consider exciting.
If you are taking part in a group activity in the wider world, it is highly likely that you are all involved out of choice and making decisions for the good of the charity, club or friends. The ability to listen to the ideas of others is essential. No one will want to work closely with someone who always thinks their own ideas are the best and is not prepared to listen carefully to others and perhaps change their mind.
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.