Skills for Success Practitioner Tools & Resources

Digital Resource Library

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

Reading Strategies

Reading

Reading Strategies are step-by-step models participants can follow to successfully find and interpret information in text.

Reading Teaching and Learning Materials

Reading, Teaching and Learning Materials

Reading teaching and learning materials are designed to help enable participants to find, understand, and use information presented through words, symbols, and images so that they can read items such as emails, reports, news articles, blog posts and instructions.

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

Relationship between Skills for Success and social and economic outcomes

Research, Skills for Success Framework, Social-Economic Theory

The relationship between Skills for Success and social and economic outcomes is that higher levels of skills leads to increases in GDP, productivity, health outcomes and more.

  • OECD and HRSDC (1997). Literacy skills for the knowledge society: Further results of the International adult literacy survey https://eric.ed.gov/?id=ED465012 (login required).
  • McCracken, M and Murray, T.S (2007) The economic Benefits of Literacy, CLLRN, Ottawa
  • Murray, TS, Shillington, R and Glickman, V. (2009). Literacy, health literacy and health: Understanding the links, PHAC, Ottawa
  • Lange, J and Murray, T.S. (2018). Literacy Lost: Canada’s Basic Skills Shortfall: http://www.dataangel.ca/docs/CWF_LiteracyLost_December2018.pdf

Research on Teaching Adaptability

Adaptability, Research

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).

Research on Teaching Collaboration

Collaboration, Research

Collaboration skills help participants perform better in a team by understanding how to support and value others, manage difficult interactions and contribute to the team’s work.

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

Research on Teaching Communication

Communication, Research

Communication skills help participants’ ability to receive, understand, consider, and share information and ideas through speaking, listening, and interacting with others.

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

  • Al-Elq, A. H. (2010). Simulation-based medical teaching and learning. Journal of Family and Community Medicine, 17(1), 35-40. https://doi.org/10.4103/1319-1683.68787 (login required).
  • Baile, W. F., & Blatner, A. (2014). Teaching Communication Skills: Using Action Methods to Enhance Role-play in Problem-based Learning. Simulation in Healthcare, 9(4), 220-227. https://doi.org/10.1097/SIH.0000000000000019 (login required).
  • Blackmore, A., Kasfiki, E. V., & Purva, M. (2018). Simulation-based education to improve communication skills: A systematic review and identification of current best practice. BMJ Simulation and Technology Enhanced Learning, 4(4). https://doi.org/10.1136/bmjstel-2017-000220 (login required).
  • Grognet, A., & Van Duzer, C. (2002). Listening Skills in the Workplace. Spring Institute for International Studies, ATTN: ELT/TA Project, 1610 Emerson Street, Denver, CO 80218. https://eric.ed.gov/?id=ED468604 
  • King, A., & Hoppe, R. B. (2013). “Best Practice” for Patient-Centered Communication: A Narrative Review. Journal of Graduate Medical Education, 5(3), 385-393. https://doi.org/10.4300/JGME-D-13-00072.1 (login required).
  • Lee, J., Kim, H., Kim, K. H., Jung, D., Jowsey, T., & Webster, C. S. (2020). Effective virtual patient simulators for medical communication training: A systematic review. Medical Education, 54(9), 786-795. https://doi.org/10.1111/medu.14152 (login required).
  • Martin-Raugh, M. P., Williams, K. M., & Lentini, J. (2020). The Malleability of Workplace-Relevant Noncognitive Constructs: Empirical Evidence From 39 Meta-Analyses and Reviews. ETS Research Report Series, 2020(1), 1-25. https://doi.org/10.1002/ets2.12306 (login required).
  • Metusalem, R., Belenky, D., & DiCerbo, K. (2017). Skills for today: What we know about teaching and assessing communication. Pearson. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/skills-for-today/Communication-FullReport.pdf
  • Ruetz, N. (1997). Effective Communication. Improving Reading, Writing, Speaking, and Listening Skills in the Workplace. Instructor’s Guide. Workplace Education. Project ALERT. https://eric.ed.gov/?id=ED424385 (login required).
  • SRDC. (2021). Research Report to Support the Launch of Skills for Success: Structure, Evidence and Recommendations. Final draft report.
  • Thompson, J. (2020). Measuring student success skills: A review of the literature on complex communication. Center for Assessment. https://files.eric.ed.gov/fulltext/ED607786.pdf

Research on Teaching Creativity

Creativity and Innovation, Research

Creativity skills increase participants’ ability to imagine, develop, express, encourage, and apply ideas in ways that are new, unexpected, or challenge existing methods and norms.

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

  • Bull, K. S., Montgomery, D., & Baloche, L. (1995). RESEARCH NOTE Teaching Creativity at the College Level: A Synthesis of Curricular Components Perceived as Important by Instructors. Creativity Research Journal, 8(1), 83-89. https://doi.org/10.1207/s15326934crj0801_7 (login required).
  • Byrge, C., & Tang, C. (2015). Embodied creativity training: Effects on creative self-efficacy and creative production. Thinking Skills and Creativity, 16, 51-61. https://doi.org/10.1016/j.tsc.2015.01.002 (login required).
  • Chen, B.-B. (2017). The Creative Self-Concept as a Mediator Between Openness to Experience and Creative Behaviour. Creativity. Theories – Research – Applications, 3(2), 408-417. https://doi.org/10.1515/ctra-2016-0024 (login required).
  • Epstein, R., & Phan, V. (2012). Which Competencies Are Most Important for Creative Expression? Creativity Research Journal, 24(4), 278-282. https://doi.org/10.1080/10400419.2012.726579  (login required).
  • Epstein, R., Schmidt, S. M., & Warfel, R. (2008). Measuring and training creativity competencies: Validation of a new test. Creativity Research Journal, 20(1), 7-12. https://doi.org/10.1080/10400410701839876  (login required).
  • Hennessey, B. A., & Amabile, T. (1987). Creativity and learning. NEA Professional Library, National Education Association.
  • Janiszewska-Szczepanik, A. (2020). What do You Really Teach When You Teach Creativity to Adults. Creativity, 7(1), 73-91. https://doi.org/10.2478/ctra-2020-0005 (login required).
  • Karwowski, M., & Soszynski, M. (2008). How to develop creative imagination? Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2008.07.001 (login required).
  • Ma, H. H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal. https://doi.org/10.1207/s15326934crj1804_3 (login required).
  • Mumford, M. D., Mobley, M. I., Reiter-Palmon, R., Uhlman, C. E., & Doares, L. M. (1991). Process Analytic Models of Creative Capacities. Creativity Research Journal, 4(2), 91-122. https://doi.org/10.1080/10400419109534380 (login required).
  • OECD (2019). Fostering Students’ Creativity and Critical Thinking: What it means in school. Accessed from: https://read.oecd-ilibrary.org/education/fostering-students-creativity-and-critical-thinking_62212c37-en#page25
  • Parnes, S. J., & Meadow, A. (1969). EFFECTS OF “BRAINSTORMING” INSTRUCTIONS ON CREATIVE PROBLEM SOLVING BY TRAINED AND UNTRAINED SUBJECTS 1. In JOURNAL OP EDUCATIONAL PSYCHOLOGY (Vol. 80, Issue 4).
  • Puccio, G. J., Firestien, R. L., Coyle, C., & Masucci, C. (2006). A Review of the Effectiveness of CPS Training: A Focus on Workplace Issues. Creativity and Innovation Management, 15(1), 19-33. https://doi.org/10.1111/j.1467-8691.2006.00366.x (login required).
  • Rose, L. H., & Lin, H. (1984). A Meta-Analvsis of Long-Term Creativi tv Training Programs. The Journal of Creative Behavior, 18(1), 11-22.
  • Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The Effectiveness of Creativity Training: A Quantitative Review.
  • Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19-34. https://doi.org/10.1037/a0024071 (login required).
  • SRDC, 2021, To support the launch of Skills for Success: Draft Final Report.
  • Sternberg, R. J. (2016). Teaching for Creativity. In Nurturing Creativity in the Classroom (pp. 355-380). Cambridge University Press. https://doi.org/10.1017/9781316212899.020 (login required)
  • Torrance, E. P. (1963). Creativity. What Research Says to the Teacher. National Education Association.
  • TORRANCE, E. P. (1972). Can We Teach Children To Think Creatively? The Journal of Creative Behavior, 6(2), 114-143. https://doi.org/10.1002/j.2162-6057.1972.tb00923.x (login required).
  • Tsai, K. C. (2013). A Review of the Effectiveness of Creative Training on Adult Learners. Journal of Social Science Studies, 1(1), 17. https://doi.org/10.5296/jsss.v1i1.4329 (login required).
  • Tsai, K. C. (2012). The Value of Teaching Creativity in Adult Education. International Journal of Higher Education, 1(2). https://doi.org/10.5430/ijhe.v1n2p84 (login required).
  • Tsai, K. C. (2012). The Necessity of Creativity Development in Adult Learners for Lifelong Learning. International Journal of Learning and Development, 2(4), 170. https://doi.org/10.5296/ijld.v2i4.2114 (login required).
  • Valgeirsdottir, D., & Onarheim, B. (2017). Studying creativity training programs: A methodological analysis. Creativity and Innovation Management, 26(4), 430-439. https://doi.org/10.1111/caim.12245 (login required).
  • Vally, Z., Salloum, L., AlQedra, D., El Shazly, S., Albloshi, M., Alsheraifi, S., & Alkaabi, A. (2019). Examining the effects of creativity training on creative production, creative self-efficacy, and neuro-executive functioning. Thinking Skills and Creativity, 31, 70-78. https://doi.org/10.1016/j.tsc.2018.11.003 (login required).
  • Williams, F. E. (1968). Teacher Competency in Creativity. In Source: The Elementary School Journal (Vol. 68, Issue 4).

Research on Teaching Digital Skills

Digital, Research

Digital skills help participants to use technology to find, manage, apply, create and share information and content. Digital skills enable participants to keep up with changing demands in the modern workplace, daily life and in education.

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

Research on Teaching Numeracy

Numeracy, Research

Numeracy skills enable participants to find, understand, use, and report mathematical information presented through words, numbers, symbols, and graphics.

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

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