Change and (the need for) adaptability: the new normal

Reupert, Andrea

doi:10.1080/18387357.2020.1792633

Cited by 16 publications

(10 citation statements)

References 16 publications

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“…By providing a synthesis of practices across countries, we have the potential to present as a culturally informed, inclusive, and internationally applicable profession (Begeny, 2018), where strategic actions to advocate on a global scale can be developed. Given that in the last 20 years, there have been seven international health crises (Reupert, 2020b), COVID-19 is unlikely to be the last. It is incumbent on the profession to learn from this crisis and take these lessons into the future.…”

Section: Present Studymentioning

confidence: 99%

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

Schaffer¹,

Hagen²,

Allen

et al. 2022

School Psychology

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This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments. Impact and ImplicationsThis study provides insight into the practices of psychology practitioners working in schools across the United States, Canada, Germany, and Australia during the COVID-19 pandemic. There was a broad shift from the provision of psychoeducational assessments to virtual counseling, consultation and the development/posting of online interventions and resources. It is critical that psychologists working in schools have the appropriate technological skills to support students, parents, and school staff during periods of school closure.

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Section: Present Studymentioning

confidence: 99%

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

Schaffer¹,

Hagen²,

Allen

et al. 2022

School Psychology

Self Cite

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“…Adaptability refers to an individual's ability to adjust his/ her behaviours in a changing environment (Ployhart and Bliese, 2006). Prior studies by Parent and Lovelace (2018) and Reupert (2020) revealed that employee adaptability is an essential factor in the effectiveness of individual performance within the dynamics of change. Waugh (2018) further indicated that adaptability is a crucial competency that every employee should possess to ensure they are well-prepared for organisational change.…”

Section: Adaptability and Change Readinessmentioning

confidence: 99%

“…Despite an increasing number of studies on organisational change, there is still much value to be gained by exploring change readiness, especially the role of employees' adaptability in eliciting it. Van Dam (2013) noted that a clear understanding of the adaptability-change readiness relationship is still lacking, though adaptability has been studied in many contexts such as training, leadership and career development (Johnston, 2016;Chen et al, 2020;Reupert, 2020). Correspondingly, Park and Park (2019) reported in their literature review that the study of adaptability in the organisational change context remains insufficient, highlighting a knowledge gap that future researchers should elucidate.…”

Section: Introductionmentioning

confidence: 99%

Determinants of adaptability and its impact on the change readiness of civil servants

Yean

Tan²,

Nadarajah³

2022

IJPSM

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PurposeUnderpinned by Social Cognitive Theory (SCT), this study aimed to examine the mediating role of employees' adaptability in the relationship between the five managerial climate factors (i.e., trust, supportiveness, openness, clarity of goals and participative) and change readiness in public sector organisations.Design/methodology/approachAdopting the quantitative approach, data were collected from 379 administrative and diplomatic officers. Analysis was done using partial least squares structural equation modelling (PLS-SEM).FindingsThe results showed that trust and clarity of goals are significant motivational factors that accelerate employees' adaptability. Adaptability, in turn, was found to mediate the effect of trust and clarity of goals on employees' change readiness.Originality/valueThis study contributes to theory and practice by examining employees' adaptability as an intervening variable in the relationship between managerial climate factors and change readiness with specific reference to the public administration context.

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“…The implementation of nationwide lockdownaltered the operating methods of the world as people refrained from physical contact and group gatherings. This ensued enormous challenge to the different economic actors, and pushed them to adopting innovative operating modalities to sustain in the new normal (Reupert, 2020).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Shift in Education During COVID-19 Pandemic: An SLR Approach

Hamal¹,

Aryal²

2022

Interdisc. J. Mgt. Soc. Sci.

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This paper aims to examine the shift in modality of pedagogical approach of education during the COVID-19 pandemic and identify the challenges faced by educational institutions, teachers, student and parents, and the perception of students towards the approaches. The study is based on Systematic Literature Review (SLR) approach based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The study critically analyzed the findings of 27 research articles. The result depicted that COVID-19 pandemic had a significant impact on education due to which majority of the institutions shifted to online mode of teaching and learning. The shift was observed in both practical and theoretical studies, and also in schools who refrained from adopting digital technology prior to COVID-19 pandemic. There were numerous challenges faced by the educational institutions, such as, lack of technology, technical know-how, and experience in virtual teaching, among others. Similarly, parents felt burdensome to additional cost incurred for gadgets and internet. The study also revealed that despite the difficulties, students were positive about online teaching and learning, and thus the use of virtual methods of teaching with high inclusion of digital technologies ca be considered as best alternative for future considerations in academia.

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Change and (the need for) adaptability: the new normal

Cited by 16 publications

References 16 publications

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

Determinants of adaptability and its impact on the change readiness of civil servants

Pedagogical Shift in Education During COVID-19 Pandemic: An SLR Approach

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