Digital Resource Library – Page 7 – Skills for Success Practitioner Tools & Resources

Mentorship

Collaboration, Skills for Success Best PracticesSFS-1.2

Mentorship is a relationship between someone sharing knowledge and providing guidance (the mentor) and someone learning from that person’s experience and example (the mentee).

The Mentorship Guide for Teaching and Learning. (n.d.). From https://taylorinstitute.ucalgary.ca/sites/default/files/TI%20Guides/19-UNV-TITL-010_MentorshipBooklet_Interactive.pdf
Mentorship matters™. Mentorship Matters | On-The-Job Mentoring Program. (n.d.). From https://mentorshipmatters.com/

Metacognition

Active Learning Strategies, Adult Learning TheoryDEL-1.3, SFS-2.5

Metacognition is the awareness of thinking about thinking. It helps participants understand their own learning processes.

Teaching Metacognitive Skills. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/metacognitive
Owen, D., & Vista, A. (2022, March 9). Strategies for teaching metacognition in classrooms. Brookings. https://www.brookings.edu/blog/education-plus-development/2017/11/15/strategies-for-teaching-metacognition-in-classrooms/
Bingham, B. E., Coulter, C., Cottenie, K., & Jacobs, S. R. (2021). A Metacognitive Instructional Guide to Support Effective Studying Strategies. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1). https://doi.org/10.5206/cjsotl-rcacea.2020.3.8318
metacognition. LearnAlberta.ca. (n.d.). https://www.learnalberta.ca/metacognition

Mindfulness

Social-Emotional LearningSFS-2.8, SFS-3.7

Mindfulness maintains a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment. This can reduce the negative effects of stress and increase a participant’s ability to stay engaged, stay on track academically and avoid behavior problems.

Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K. (2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. Journal of Occupational Health Psychology, 24(1), 108-126. https://doi.org/10.1037/ocp0000146 (login required).
Hülsheger, U. R., Alberts, H. J. E. M., Feinholdt, A., & Lang, J. W. B. (2013). Benefits of mindfulness at work: The role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310-325. https://doi.org/10.1037/a0031313 (login required).
Making Time for Mindfulness

Needs analysis

Needs AnalysisASS-1.1, DES-1.1, DES-1.2, DES-1.3, DES-1.4, DES-2.1, SFS-2.1, SFS-2.4

Needs analysis is the process of identifying and evaluating training needs. It’s a consultative process to uncover critical information about the training purpose, audience, format, timing, constraints, etc.

Organizational Needs Assessment. https://publications.gc.ca/collections/collection_2010/rhdcc-hrsdc/HS4-74-4-2008-eng.pdf
Sectoral Needs Assessment. AWES. https://awes.ca/wp-content/uploads/2021/10/Sectoral-Needs-Assessment.pdf
Essential Skills Workplace Needs Assessments and Individual Training Needs Analysis. Canadian Apprenticeship Forum. https://youtu.be/SWS3x8-9F9s
Needs Analysis: Definition, Importance & Implementation. https://research.com/research/needs-analysis

Non-verbal

CommunicationSFS-3.8

Non-verbal communication is the transfer of information through body language, facial expressions and gestures. The ability to understand and use nonverbal communication can help you connect with others, express what you really mean, navigate challenging situations, and build better relationships.

Shier, M. (2020, September 11). 4.1 active listening. Student Success. https://opentextbc.ca/studentsuccess/chapter/active-listening/
Phillips, J. (1993). Nonverbal Communication: An Essential Skill in the Workplace. Australian Medical Record Journal, 23(4), 132–134. https://doi.org/10.1177/183335839302300406
Deveci, Tanju. (2018). Listening as a lifelong learning skill- what, why, and how.

Numeracy Problem-Solving Strategies

NumeracySFS-3.2

Numeracy problem-solving strategies are step-by-step models participants can follow to successfully solve numeracy problems.

Math problem-solving: Combining Cognitive & Metacognitive Strategies. Response to Intervention | Math | Math Problem Solving. (n.d.). https://www.interventioncentral.org/academic-interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies
Math & Numeracy Teaching Resources. Adult Numeracy Network – Teaching Resources. (n.d.). https://adultnumeracynetwork.org/Math-and-Numeracy-Teaching-Resources
Math Problem Solving Strategies. https://www.maneuveringthemiddle.com/problem-solving-strategies/

Numeracy Teaching and Learning Materials

Numeracy, Teaching and Learning MaterialsSFS-3.2

Numeracy teaching and learning materials are designed to enable participants to find, understand, use, and report mathematical information presented through words, numbers, symbols, and graphics.

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

Grinder, P. (2020). Financial mathematics. BCcampus. Financial Mathematics.pdf
UP Skills for Work. https://upskillsforwork.ca/wp-content/uploads/2021/08/ABC-UP-Numeracy.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).

Plain Language

Communication, WritingDES-3.2

Plain language is the communication the audience can understand the first time they hear or read it. Plain language makes information easier to find, read and understand which allows for fewer mistakes and fewer explanations.

Writing Resources – Plain Language. Government of Canada. https://www.noslangues-ourlanguages.gc.ca/en/ressources-resources/ressources-resources/langue-claire-plain-language-eng
Plain language tools. Province of British Columbia. https://www2.gov.bc.ca/gov/content/governments/services-for-government/service-experience-digital-delivery/web-content-development-guides/web-style-guide/plain-language-course/plain-language-tools
Plain Language Trainer’s Guide. Government of Canada. https://publications.gc.ca/collections/collection_2017/ircc/MP95-2-1-1994-eng.pdf

Prior Knowledge

Active Learning Strategies, Adult Learning TheoryDEL-2.2, DEL-3.2, SFS-2.9

Prior knowledge is the knowledge an individual has before learning about a new topic. A participants understanding of new material can be improved by taking advantage of their prior knowledge before dealing with new material.

The recognition of prior learning in adult basic education . OECD. (n.d.). https://www.oecd.org/els/emp/skills-and-work/adult-learning/Prior_learning.pdf