Search results

Disruptive forces, such as the global pandemic and technological innovation, are leading to growing labor uncertainty. For organizations, being able to adapt is a key skill for employees, while adapting to different employment contexts is increasingly essential for career success. This study leverages career adaptability theory and integrated dynamic capabilities to isolate skills enabling career adaptation.

A qualitative study was conducted to develop a skills codebook using a Delphi technique to converge on career adaptation skills, which was validated against leading meta-skills frameworks and a purposeful sample of 15 occupational competency models.

The codebook phase identified 24 distinct meta-skills in 6 clusters: problem-solving, self-reliance, collaboration, communication, core literacies and core workplace skills. Findings confirmed that most of the skills identified by the experts were also present across the meta-skills frameworks.

This study highlights research opportunities, including a recommendation to extend the codebook by conducting a large sample empirical study of occupational competency models.

Adaptive individuals remain attractive in the job market. With the proposed framework, individuals can systematically reflect on ways to develop career adaptation skills. Other stakeholders should support the development of skills that facilitate an individual's capacity to adapt to diverse employment contexts.

This study contributes to resolving the debate on skills contributing to career adaptation by combining the career adaptability theory and integrated dynamic capabilities, to produce a harmonized meta-skills codebook including labels, definitions and synonyms. This study validates the codebook against leading skills frameworks and occupational competency models.

This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI.

The present research attempts to show the contribution of emotional intelligence and servant leadership climate to individual adaptive performance. The authors intend to explain the relations between the emotional intelligence of employees as well as of manager and the employee's adaptive performance. Moreover, this research assesses the significance of the mediating role of “servant leadership” climate in the relationship between the emotional intelligence of the manager and the employee's adaptive performance.

This research uses the quantitative research method and is included in explanatory research. Data collection used several informants for each organization. Data were collected using a sample of 57 managers and 204 team members spread over 24 companies belonging to different sectors of activity.

Employees' emotional intelligence directly influences individual adaptive performance. There is a direct influence of manager's emotional intelligence on individual adaptive performance. Then, there is an indirect influence of emotional intelligence on individual adaptive performance through the mediation of servant leadership climate.

The novelty of this research is in its effort to observe the multilevel mediation of servant leadership climate with other variables developed in the research model. No previous studies have found a relationship between employee and manager's emotional intelligence and individual adaptive performance.

A chaotic home environment, marked by disorganization, noise and a lack of routine, has negative associations with language development, social competence and executive functioning. This study aims to investigate the mediating effect of chaotic homes on adaptive behaviors, or behaviors that allow independent functioning, in children diagnosed with autism spectrum disorder (ASD) compared to neurotypical (NT) children. Children with ASD have difficulties with adaptive functioning in their environment, and identifying factors in the home that may exacerbate these behaviors will help in understanding the larger family dynamics that may affect behavior.

In total, 251 primary caregivers completed questionnaires about their children’s adaptive behavior and the structure of the home environment.

The results of a mediation analysis found a significant indirect effect of ASD status leading to lower adaptive behaviors through home chaos. This suggests those with ASD experienced more household chaos than NT children, which influenced their lower adaptive behavior scores.

This research provides insights into the complex relationship between the home environment and child behavior in children with ASD.

The Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.

Results of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.

Participants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.

We explore the skills required for digital leadership for reshaping existing business models toward digital models. Digital leadership is pivotal in gaining a competitive advantage and achieving successful digital transformation. However, little is known with regard to the underlying mechanisms related to digital leadership and transformation.

Data are collected through semi-structured interviews involving 20 participants from five Pakistani textile companies. Thematic analysis was employed as a data analysis tool.

Findings show that certain skills such as technological know-how, innovativeness, adaptability, ability to lead and steer, honesty, integrity, transformative vision, communication and collaboration are conducive to successful digital transformation in textile manufacturing firms. Similarly, digital leaders can significantly enhance business model innovation, create value for the firm, help develop new products (value proposition) and create Ecosystem partnerships (value network).

This article bridges gaps between existing literature on digital transformation and leadership. Digital leadership skills for digital transformation and the role of digital leaders in business model innovation have not been explored before. The conceptual framework is put forth, propositions are proposed and the findings offer some future research directions.

Drawing on the conservation of resources theory, this study aims to explore how individuals’ perceptions of telework effects associate with their adaptive performance by shaping their negative emotional experiences, with perceived leadership effectiveness acting as a critical moderator in this relationship.

A cross-sectional design was used, with data collected from a final sample of 209 teleworkers via an online survey.

The results demonstrated a significant indirect effect of the perceived effects of teleworking on adaptive performance through negative affect. Furthermore, leadership effectiveness moderated the indirect effect, in a way that the indirect effect was only significant for those who had ineffective leaders and moderate effective leaders; therefore, the indirect effect was strengthened for those who had less effective leaders (versus effective leaders).

This study examines the positive link between teleworking perceptions and adaptive performance through the reduction of negative affect, in line with the conservation of resources theory. Moreover, a reduction in negative emotions among employees during telework is associated with enhanced performance. Notably, the study reveals that leadership effectiveness moderates this connection as playing a crucial role in moderating these effects, particularly when leaders are perceived as less effective, offering insights for organizations considering telework strategies.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.

The purpose of this research is to determine key behaviours to be efficient in identifying and developing employees' talent. The article aims to address the relationship between learning agility and job crafting, the influence between them, and how this relationship is built to improve performance and adaptability. For this purpose, the research has analysed which behaviours obtain the highest scores in both scales (job crafting and learning agility), designing the tool which allows Human Resources (HR) professionals an efficient identification and development behaviours to get the versatile talent that companies and professionals of the future need.

Using the questionnaire that has integrated the learning agility scale and the Spanish job crafting scale. Data were collected from a sample of business professionals in Spain. Factor analysis and hierarchical cluster analysis were used, using a classificatory variable with the 126 valid responses obtained.

In an ever-changing environment, continuous employee adaptation to his/her role within a company is a critical factor for its survival. However, there is a paucity of large-scale empirical research on which behaviours employees have to develop to increase their adaptative skills. Drawing on the outcome of extant literature, the authors identify learning agility as the construct that firms have to encourage in their employees to impact job crafting. The contribution of the paper is twofold: (1) the authors empirically explored the association and the effects of learning agility and its factor on the development of job crafting. Results demonstrated the association between the two constructs; further, higher scores in both learning agility and job crafting predict increased employability, and higher scores in job crafting are associated with higher scores in change agility; (2) this study provides a multidimensional instrument that provides HR departments with the key behaviours to recruit in order to develop talent to prepare employees to face future challenges, ensuring the right performance and sustainable impact in the environment.

A limitation of this study is that it is done exclusively within Spanish companies, even though from different industries and with different characteristics. Therefore, future research is necessary and should be conducted in other countries in similar industries to explore the empirical findings from this study in additional contexts.

This research has found a tool that might allow HR departments to measure what level of job crafting and learning agility their employees have and to identify what key behaviours they need to focus on in the recruitment or in their internal strategic HR action plan to overcome any future challenges in their organization.

In a scenario where artificial intelligence is modifying the professional landscape, generating uncertainty about which skills are best to develop, the results are a guide for enterprises as to where to focus plans for learning and training, as well as for business schools regarding the content provided in training programs.

The authors advance the literature by providing a theoretical base for understanding the relationship between job crafting and learning agility. This article offers some practical managerial recommendations that help the human resources department focus on behaviours that allow talent to be identified and recruited to ensure an effective organization.

Learning to be someone in today’s world requires training, knowledge, adaptive skills, differentiated skills, and mastery of instrumental and advanced technological tools to manage complex, new, and crucial problems that societies face. Citizens need to satisfy their basic needs, and they want to feel fulfilled. These are determinants of mental health/health, essential goods for the growth and evolution of humanity, and for the survival of the planet that shelters it.

The objectives of this chapter are: (1) reflect on the influence of mental health/health in high-level training processes, which require the student to mobilize physical and mental capabilities and functions; (2) realize to what extent the use of digital technology is an essential tool for learning and developing skills for higher education students; (3) addressing the question: Are higher education institutions (HEIs) and professors prepared for the challenges they face today? And, at the confluence of the previous three: (4) analyze the health/mental health interconnections, the use of digital technologies and training paths, as pillars of human development and the progress of societies.

In HEIs, there is evidence of the intersection of students’ learning abilities with the contexts that are favourable to them, namely, due to the possibility of finding space to create, develop potentials, acquire high-level knowledge and skills, present themselves to society as reliable, credible, and promising professionals for success in the organizations they form part of.

For the preparation of this exploratory and reflective chapter, the collaboration of some higher education teachers in the Autonomous Region of Madeira (RAM) was requested, also basing it on their own experience and knowledge acquired as a teacher, researcher, and expert in the field of mental health.

The perspective presented for reflection and analysis is limited by the look and the way we interrogate and interpret the realities where we operate, for these same reasons, imbued with subjectivity.