Looking for quality teaching and learning materials?
This is the place! The Digital Resource Library is a curated collection of online resources recommended by the Skills for Success community. Explore key terms from the framework and connect to Skills for Success relevant articles and resources to improve your practice.
Please help us grow the library by sending relevant links and articles to: esprof@skillplan.ca.
The Skills for Success Framework is based on the skills needed to participate and thrive in learning, work and life. Skills for Success include skills that are foundational for building new skills and knowledge and important for effective social interaction. These skills overlap and interact with each other, and with other technical and life skills. They are inclusive and can be adapted to different contexts.
Launch:
History & Evolution:
- Young Adult Literacy Survey (1986)
- Survey of Literacy Skills Used in Daily Activities (1989)
- National Adult Literacy Survey (1993)
- Jones report (1994): Levels for Basic Skills: a research note for the definition of basic skills and development of measurement instruments. Human Resources Development Canada: technical report.
- Mosenthal & Kirsch (1994): Defining the proficiency standards of adult literacy in the U.S.: A profile approach. https://files.eric.ed.gov/fulltext/ED379531.pdf
- OECD’s Definition and Selection of Competencies Project (2005): https://www.oecd.org/pisa/35070367.pdf
- Human Resources Development Canada’s Essential Skills Research Project (1994)
Skills for Success teaching and learning materials include a variety of practical, printable, ready-made resources to use in the delivery of Skills for Success training.
Social-emotional skills include the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x (login required).
- What are the Big 5 Personality Traits? https://www.verywellmind.com/the-big-five-personality-dimensions-2795422
- On the Use of the Big Five Model as a SEL Assessment Framework. https://measuringsel.casel.org/use-big-five-model-sel-assessment-framework/
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.
Storytelling and narrative learning teaches through stories or by reciting a series of events which help support both teaching and learning.
- Clark, M. C., & Rossiter, M. (2006). “Now the Pieces Are in Place…”: Learning through Personal Storytelling in the Adult Classroom. New Horizons In Adult Education & Human Resource Development, 20(3), 19-33. https://files.eric.ed.gov/fulltext/EJ983780.pdf
- Caminotti, E., & Gray, J. (2012). The Effectiveness of Storytelling on Adult Learning. Journal Of Workplace Learning, 24(6), 430-438. https://www.researchgate.net/publication/275076005_The_effectiveness_of_storytelling_on_adult_learning
- Boris, V. (2019, February 4). What makes storytelling so effective for learning? Harvard Business Publishing. Retrieved April 21, 2022, from https://www.harvardbusiness.org/what-makes-storytelling-so-effective-for-learning/
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants’ achievement of learning outcomes and determine formal marks or grades.
In Task-based learning, participants learn by applying their skills to real-life, workplace tasks. Tasks are contextualized to the participants’ goals and interests using authentic contexts. Tasks typically require the integrated use of multiple skills.
Team dynamics refer to the relationships between learners in a group and the impact on the way they work and learn together.
- Hülsheger, U. R., Anderson, N., & Salgado, J. F. (2009). Team-level predictors of innovation at work: A comprehensive meta-analysis spanning three decades of research. Journal of Applied Psychology, 94(5), 1128-1145. https://doi.org/10.1037/a0015978 (login required).
- Delizonna, L. (2017, August 24). High-Performing Teams Need Psychological Safety. Here’s How to Create It. Retrieved from https://hbr.org/2017/08/high-performing-teams-need-psychological-safety-heres-how-to-create-it
- Cooke NJ, Gorman JC, Myers CW et al 2013 Interactive Team Cognition Cogn Sci 37 255-285 https://doi.org/10.1111/cogs.12009 (login required).
Time Management is the ability to organize and prioritize time effectively.
Training Evaluation Models help analyze the efficacy of a training program.
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