Adaptability – Skills for Success Practitioner Tools & Resources

Adaptability Teaching and Learning Materials

Adaptability, Teaching and Learning MaterialsSFS-3.7

Adaptability teaching and learning materials are designed to help participants deal effectively with change, learn new skills and behaviours when needed, stay focused on responsibilities and goals, and not give up when situations are difficult.

The following links include practical, printable, ready-made resources to use in the delivery of Skills for Success training.

ABC up Skills for Work Workbook 7 web. (n.d.). Adaptability
ABC up Skills for Work Workbook. (n.d.). Attitude

Adaptability Training Models

AdaptabilitySFS-3.7

Adaptability Training Models are guidelines or sets of strategies that practitioners use to direct their instruction of adaptability. A model provides a framework to help participants learn adaptability skills.

Experiential Variety – Nelson, J. K., Zaccaro, S. J., & Herman, J. L. (2010). Strategic information provision and experiential variety as tools for developing adaptive leadership skills. Consulting Psychology Journal: Practice and Research, 62(2), 131–142. https://doi.org/10.1037/a0019989 (login required)
Strategic Information Provision and Frame-changing Guidance – Nelson, J. K., Zaccaro, S. J., & Herman, J. L. (2010). Strategic information provision and experiential variety as tools for developing adaptive leadership skills. Consulting Psychology Journal: Practice and Research, 62(2), 131–142. https://doi.org/10.1037/a0019989 (login required)
Error management training – Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. The Journal of Applied Psychology, 93(1), 59–69. https://doi.org/10.1037/0021-9010.93.1.59 (login required)
Perspective taking – Holtkamp, M. (n.d.). Leadership skills and the role of adaptability and creativity in effective leadership: A literature review geared toward an integrative model.
Mithaung Model – Mithaug, D. E., Martin, J. E., & Agran, M. (1987). Adaptability Instruction: The Goal of Transitional Programming. Exceptional Children, 53(6), 500–505. https://doi.org/10.1177/001440298705300603 (login required)

Adaptive Thinking Strategies

AdaptabilitySFS-3.7

Adaptive thinking strategies are ways of thinking that help participants to respond effectively to change. They build resilience and help participants manage their emotions and adapt their mindset.

Jackson, T. (2020). Reframing: Coping strategies for resilient leaders. https://medium.com/@jacksonlead/reframing-coping-strategies-for-resilient-leaders-eed62b2ce3c6.

Feedback

Adaptability, Assessment, CommunicationASS-1.3, ASS-3.1, ASS-4.1, ASS-4.3, DEL-3.4, DES-3.2, SFS-2.7, SFS-3.5, SFS-3.6, SFS-3.7, SFS-3.9

Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant’s learning.

Feedback and Formative Assessment Tools. https://www.queensu.ca/. (n.d.). https://www.queensu.ca/teachingandlearning/modules/assessments/11_s2_03_feedback_and_formative.html
Feedback. https://tlc.ontariotechu.ca/. (n.d.). https://tlc.ontariotechu.ca/teaching/course-design/assessment-and-evaluation/feedback.php
Giving Effective Feedback in an Intercultural Class. https://www.algonquincollege.com/lts/giving-effective-feedback-in-an-intercultural-class/
Receiving and Giving Effective Feedback. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/receiving-and-giving-effective-feedback
Providing Feedback to Students. https://umanitoba.ca/centre-advancement-teaching-learning/support/providing-feedback

Goal Setting

Active Learning Strategies, AdaptabilitySFS-2.8, SFS-3.7

Goal setting is the process of setting an outcome (a goal) that makes the direction of learning clear. It also helps increase participants’ motivation and achievement levels.

Goal setting: Literacy basics. Literacy Basics RSS2. (n.d.). https://literacybasics.ca/learner-retention/goal-setting/
Bridges, M. (2022, March 18). The importance of setting goals as an adult learner. ReUp Education. https://reupeducation.com/the-importance-of-setting-goals-as-an-adult-learner/

Growth Mindset

Adaptability, Problem-solvingASS-3.2, SFS-1.1, SFS-2.8, SFS-3.7

Growth mindset refers to the belief that the most basic abilities can be developed through dedication and hard work.

Transforming Education: Growth Mindset Toolkit
Campbell, A., Craig, T., & Collier-Reed, B. (2020). A framework for using learning theories to inform ‘growth mindset’ activities. International Journal of Mathematical Education in Science and Technology, 51(1), 26-43. https://doi.org/10.1080/0020739X.2018.1562118

Learning Space

Active Learning Strategies, Adaptability, Skills for Success Best PracticesDEL-1.1, DEL-1.2

Learning space refers to a physical setting for a good learning environment, it may refer to a traditional classroom, an indoor/outdoor location or a virtual or actual space. Having a good learning space can increase productivity, alertness and focus in the individual using it.

Journal of Learning Spaces
Learning theory expertise in the design of learning spaces: Who needs a … (n.d.). https://files.eric.ed.gov/fulltext/EJ1152583.pdf

Personality

Adaptability, Research, Social-Emotional LearningSFS-1.1, SFS-2.8, SFS-3.5, SFS-3.7

Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving.

Personality trait change happens continuously into adulthood and can affect how participants learn as they grow older.

Bleidorn, W., Hill, P. L., Back, M. D., Denissen, J. J. A., Hennecke, M., Hopwood, C. J., Jokela, M., Kandler, C., Lucas, R. E., Luhmann, M., Orth, U., Wagner, J., Wrzus, C., Zimmermann, J., & Roberts, B. (2019). The policy relevance of personality traits. American Psychologist, 74(9), 1056-1067. https://doi.org/10.1037/amp0000503 (login required).
Roberts, B. W., Luo, J., Briley, D. A., Chow, P. I., Su, R., & Hill, P. L. (2017). A systematic review of personality trait change through intervention. Psychological Bulletin, 143(2), 117-141. https://www.greenhousetherapycenter.com/storage/app/media/file/Psychotherapy_change_meta-analysis_2017.pdf
Sackett, P. R., & Walmsley, P. T. (2014). Which Personality Attributes Are Most Important in the Workplace? Perspectives on Psychological Science, 9(5), 538-551. https://doi.org/10.1177/1745691614543972 (login required).

Research on Teaching Adaptability

Adaptability, ResearchSFS-3.7

Adaptability Skills help participants deal effectively with change, learn new skills and behaviours when needed, stay focused on responsibilities and goals, and not give up when situations are difficult.

The following links include research data and evidence to support the instruction of adaptability.

Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31(3), 449-464. https://doi.org/10.1016/j.cpr.2010.11.003 (login required).
Dweck, C. (2006). Mindset: The New Psychology of Success. Penguin Random House. New York.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. SAGE Publications.
Holtkamp, M. (n.d.). Leadership skills and the role of adaptability and creativity in effective leadership: A literature review geared toward an integrative model.
Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. The Journal of Applied Psychology, 93(1), 59-69. https://doi.org/10.1037/0021-9010.93.1.59 (login required).
Kivunja, C. (2014). Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm. International Journal of Higher Education, 4(1), p1. https://doi.org/10.5430/ijhe.v4n1p1 (login required).
Kobyli?ska, D., & Kusev, P. (2019). Flexible Emotion Regulation: How Situational Demands and Individual Differences Influence the Effectiveness of Regulatory Strategies. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00072 (login required).
Levin, H. M. (2015). The Importance of Adaptability for the 21st Century. Society, 52(2), 136-141. https://doi.org/10.1007/s12115-015-9874-6 (login required).
Levitin, D. J. (2014). The Organized Mind: Thinking Straight in the Age of Information Overload. Dutton.
Mithaug, D. E., Martin, J. E., & Agran, M. (1987). Adaptability Instruction: The Goal of Transitional Programming. Exceptional Children, 53(6), 500-505. https://doi.org/10.1177/001440298705300603 (login required).
Nelson, J. K., Zaccaro, S. J., & Herman, J. L. (2010). Strategic information provision and experiential variety as tools for developing adaptive leadership skills. Consulting Psychology Journal: Practice and Research, 62(2), 131-142. https://doi.org/10.1037/a0019989 (login required).
Norris, C. J., Creem, D., Hendler, R., & Kober, H. (2018). Brief Mindfulness Meditation Improves Attention in Novices: Evidence From ERPs and Moderation by Neuroticism. Frontiers in Human Neuroscience, 12. https://doi.org/10.3389/fnhum.2018.00315 (login required).
O’Connell, D., Mcneely, E., & Hall, D. (2008). Unpacking Personal Adaptability at Work. Journal of Leadership & Organizational Studies – J Leader Organ Stud, 14, 248-259. https://doi.org/10.1177/1071791907311005 (login required).
OECD. (2015). Skills for Social Progress: The Power of Social and Emotional Skills. OECD. https://doi.org/10.1787/9789264226159-en (login required).
OECD. (2019). OECD Future of Education and Skills 2030: OECD Learning Compass 2030. A Series of Concept Notes. OECD. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
P21. (2011). Partnership for 21st Century Skills (P21). Framework for 21st Century Learning. https://www.battelleforkids.org/networks/p21/frameworks-resources
Parry, J. H. (1967). Adapting to Teach Adaptability. Mental Health, 26(3), 5-8.
SRDC. (2021). Research Report to Support the Launch of Skills for Success: Structure, Evidence and Recommendations. Final draft report.
Whittemore, S. T. (2018). Transversal Competencies Essential for Future Proofing the Workforce.
Wojnarowska, A., Kobylinska, D., & Lewczuk, K. (2020). Acceptance as an Emotion Regulation Strategy in Experimental Psychological Research: What We Know and How We Can Improve That Knowledge. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00242 (login required).
Yeager, D., & Dweck, C. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47. https://doi.org/10.1080/00461520.2012.722805 (login required).

Soft Skills

Adaptability, CommunicationSFS-1.1, SFS-1.4, SFS-2.8

Soft skills are interpersonal skills or people skills such as communication, listening and time management. These are important in the workplace as they deal with how people work with each other.

Building a Pan-Canadian Soft Skills Framework. FutureWorx. https://futureworx.ca/wp-content/uploads/2019/01/Soft-Skills-Framework-Report.pdf
Touloumakos, A. K. (2022). Taking a step back to move forward: Understanding communication skills and their characteristics in the workplace. Studies in Continuing Education, ahead-of-print(ahead-of-print), 1-20. https://doi.org/10.1080/0158037X.2022.2030698