To achieve Step 8, individuals will show that they can contribute to group decision making, while actively encouraging other people to participate too.
In the previous two steps, the focus was on how to contribute to group decision making – firstly, by having the confidence to make contributions yourself, and then by valuing others’ ideas and views and being open to changing your mind as a result. This step builds on this by actively encouraging others to contribute too.
The building blocks of this step are learning:
In education, there are likely to be people who are not experienced in group discussions and certainly have not yet mastered Step 6 and Step 7 of Teamwork. Now you are in a position of being able to make contributions and listen to the ideas of others, you have the opportunity to encourage others to contribute. If you can support them to overcome their reason for not contributing you will help to bring more ideas and perspectives to the discussion which, in turn, should lead to better decisions and perhaps better results.
In the workplace all decisions should ultimately be to the benefit of the organisation. Your team is likely to represent a broad range of ages, perspectives and experiences, therefore there are likely to be plenty of potential ideas around the table. Regardless of the seniority or experience of others, it is unlikely that everyone else has mastered Step 6 and Step 7 of Teamwork, so you can have an important role to play in supporting those who are reluctant to find their voice. Including more perspectives should improve the quality of the decisions and consequently the benefit to the business. Furthermore, if you are able to show others that you value their ideas, leaders may consider you for management roles in the future.
In the wider world, we may be required to work with others to make decisions. For example, community groups, faith groups, charity or voluntary organisations. In each case, the group is likely to have a diverse membership, each person bringing a different perspective to the discussion but having a common interest in the purpose of the organisation. As described in this step, the final decision is likely to be much improved by encouraging everyone to express their thoughts, ideas and opinions.
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 effectively modelled in the classroom by the teacher, who can make a point of encouraging the participation of everyone in the class. The four steps of how to model ways of encouraging participation might also be available as a set of visual cues.
This step is best assessed through the observation of group activities, and looking for examples of when learners have actively encouraged participation from their peers.
This skill step is relevant to everyone who contributes to group 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 and discussion with an individual over time. For instance:
During the recruitment process, this step could be assessed 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: