To achieve Step 9, individuals will show that they can avoid unhelpful conflicts.
This step marks a shift away from contributing to the team, to thinking more actively about how to make the team as effective as possible. This starts by not creating unhelpful conflicts.
The building blocks of this step are learning:
In school or beyond, discussions and group work are common place. The majority of teachers or lecturers use this style of teaching to support our learning and skills development. However, when disagreements occur in a discussion group the impact can sometimes extend beyond the specific lesson, into other lessons and into social relationships. For a group discussion within a lesson or seminar to be a good learning experience, it is important that we do not introduce conflict or make unhelpful comments
The output of a team discussion at work will usually relate to something that benefits the organisation: for example, an agreement on a new way of working, new prices, the recruitment of new employees, or acceptance of a new client. If conflict is allowed to occur within a discussion then the decision-making process will tend to be longer or the quality of the decision reduced, with each being damaging to the productivity of the organisation. Creating unhelpful conflicts may also bring into question your professionalism and impact how you are seen in the business. The ability to control any disagreement and to not introduce conflict will help to improve the overall work of the team.
In the wider world, disagreements can arise – between friends or family members,in sports and social clubs or within community organisations. However, when there is the need for a decision to be made, any conflict or disagreement is likely to reduce the quality of the final decision. When conflict arises, there is an increased risk that the final decision will not be accepted by everyone. Social groups, away from the workplace or school or college, might find that they lose members if conflict is allowed to develop within discussions.
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 lends itself to reinforcement in the classroom context when disputes or disagreements might emerge among learners. It might be good to turn some of the guidelines as things to remind learners of before group working, or to use them as visual reminders in the classroom.
This step is best assessed through observation of group learning, but also a learner’s interactions with their peers over a sustained period.
This step is relevant to all those who work with others on shared work.
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 collecting feedback. 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.
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: