Digital Resource Library – Page 11 – Skills for Success Practitioner Tools & Resources

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.

a b c d e f g h i j k l m n o p q r s t u v w x y z

Skills for Success Framework

Skills for Success FrameworkDEL-2.1, DES-1.3, DES-3.1, SFS-1.1, SFS-1.2, SFS-1.4, SFS-2.1, SFS-2.3, SFS-2.4, SFS-2.5

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:

Skills for Success Framework (2021): https://www.canada.ca/en/services/jobs/training/initiatives/skills-success.html
Research report to support the launch of Skills for Success (2021): https://www.srdc.org/media/553148/sfs-srdc-final-report-en.pdf

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

Teaching and Learning MaterialsSFS-3.3

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.

Community of Literacy Ontario (2023). Literacy Resources and Discussion Forum. Contact North. Literacy Resources and Discussion Forum (Click >Skills for Success Resources from homepage)

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

Storytelling

Adult Learning TheoryDEL-2.2

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

AssessmentASS-1.2, ASS-1.3, ASS-2.3, ASS-3.3, DES-3.2, SFS-2.7

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.

Bin Mubayrik, H. F. (2020). New Trends in Formative-Summative Evaluations for Adult Education. SAGE Open. https://doi.org/10.1177/2158244020941006

Task-based Learning

Adult Learning Theory, Skills for Success Best PracticesSFS-2.2

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.

Task-based learning approach – how to use task-based learning. OnTESOL. (n.d.). https://ontesol.com/task-based-learning/
Practitioner Guide to Task-Based Programming (2011). Ontario Ministry of Training, Colleges and Universities. http://www.tcu.gov.on.ca/eng/eopg/publications/OALCF_Task-Based_Prog_Mar_11.pdf
Task-Based Activities for Literacy and Basic Skills. QUILL. https://taskbasedactivitiesforlbs.ca/

Team Dynamics

Adaptability, Collaboration, Communication, Creativity and Innovation, Problem-solvingSFS-3.4, SFS-3.5

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

Active Learning StrategiesSFS-3.7

Time Management is the ability to organize and prioritize time effectively.

Aeon, B., & Aguinis, H. (2017). It’s about time: New perspectives and insights on time management. Academy of Management Perspectives, 31(4), 309-330. https://doi.org/10.5465/amp.2016.0166
Time Management – College of Family and Consumer Sciences | UGA FACS. https://www.fcs.uga.edu. (n.d.). Retrieved July 25, 2022, from https://fcs.uga.edu/docs/time_management.pdf
Time management skills: How to manage your time. https://www.futurelearn.com/info/blog/time-management-skills
McGil SkillSets. Project & time management. https://www.mcgill.ca/skillsets/framework/project-time-management

Training Evaluation Models

AssessmentASS-4.1

Training Evaluation Models help analyze the efficacy of a training program.

Kirkpatrick’s Model. MindTools. https://www.mindtools.com/pages/article/kirkpatrick.htm
What learning evaluation model should you really be using? https://thinqi.com/resources/blogs/what-learning-evaluation-model-should-you-really-be-using