“…Among the multifactor job performance models, Borman and Motowidlo () made a distinction between task and contextual performance that has attracted substantial research attention (Conway, ; Johnson, ; Motowidlo & Van Scotter, ). More recently, changes in the environment and their effects on the nature of work (e.g., team work, project management, empowerment practices, customer‐oriented practices) have resulted in models that include the notion of adaptive performance (Allworth & Hesketh, ; Campbell, ; Hesketh, Allworth, & Considine, ; Hesketh & Neal, ; Ilgen & Pulakos, ; London & Mone, ; Murphy & Jackson, ; Pulakos et al, ). These studies suggest that adaptive performance can be meaningfully differentiated from other facets of performance (Hesketh et al, ; Hesketh & Neal, ).…”
“…These studies suggest that adaptive performance can be meaningfully differentiated from other facets of performance (Hesketh et al, ; Hesketh & Neal, ). Further, Pulakos et al () proposed several components of adaptive performance by first bringing to light changes in the workplace.…”
“…Indeed, since the early 1990s, the concept of employee performance has been broadened to include behaviours that align with organizational development. For example, adaptive performance (Hesketh & Neal, ; Pulakos, Arad, Donovan, & Plamondon, , Pulakos et al, ; Pulakos, Dorsey, & White, ) refers to an individual's capacity for adaptation to dynamic work situations (Hesketh & Neal, ) and to the capability to modify behaviour according to the requirements of new environments, situations, or events (Johnson, ). Unfortunately, these advances in theory have rarely been accompanied by recommendations of measurement tools that encompass the full range of desired behaviours.…”
“…Among the multifactor job performance models, Borman and Motowidlo () made a distinction between task and contextual performance that has attracted substantial research attention (Conway, ; Johnson, ; Motowidlo & Van Scotter, ). More recently, changes in the environment and their effects on the nature of work (e.g., team work, project management, empowerment practices, customer‐oriented practices) have resulted in models that include the notion of adaptive performance (Allworth & Hesketh, ; Campbell, ; Hesketh, Allworth, & Considine, ; Hesketh & Neal, ; Ilgen & Pulakos, ; London & Mone, ; Murphy & Jackson, ; Pulakos et al, ). These studies suggest that adaptive performance can be meaningfully differentiated from other facets of performance (Hesketh et al, ; Hesketh & Neal, ).…”
“…These studies suggest that adaptive performance can be meaningfully differentiated from other facets of performance (Hesketh et al, ; Hesketh & Neal, ). Further, Pulakos et al () proposed several components of adaptive performance by first bringing to light changes in the workplace.…”
“…Indeed, since the early 1990s, the concept of employee performance has been broadened to include behaviours that align with organizational development. For example, adaptive performance (Hesketh & Neal, ; Pulakos, Arad, Donovan, & Plamondon, , Pulakos et al, ; Pulakos, Dorsey, & White, ) refers to an individual's capacity for adaptation to dynamic work situations (Hesketh & Neal, ) and to the capability to modify behaviour according to the requirements of new environments, situations, or events (Johnson, ). Unfortunately, these advances in theory have rarely been accompanied by recommendations of measurement tools that encompass the full range of desired behaviours.…”
“…Ployhart and Bliese () introduced the idea of adaptability as individual difference by developing the I‐ADAPT theory, in which they view individual adaptability as “an individual's ability, skill, disposition, willingness, and/or motivation, to change or fit different task, social, and environmental features” (p. 13). Another approach developed by such scholars as Kozlowski (), LePine, Colquitt, and Erez (2000), Thoresen, Bradley, Bliese, and Thoresen (), Brown (), and Pulakos, Dorsey, and White () focuses on adaptability as adaptive performance, that is, “a response to changing environmental situations” (Ployhart & Bliese, , p. 6). Recently, in an article that has sparked much controversy, Chandra and Leong () suggested a new model of adaptability—the diversified portfolio model, which deals with “the concept of portfolio diversification, positing that diversified investment in multiple life experiences, life roles, and relationships promotes positive adaptation to life's challenges” (p. 847).…”
This article focuses on the issue of adaptability in the field of education, particularly English as a foreign language teaching, and explores the question of whether academic debate can foster adaptability among university first‐year university students majoring in science, technology, engineering, or mathematics. To answer that, the authors designed and conducted a study in 2017 and 2018 at a university in Moscow, Russia. The study involved two groups of students: those who attended regular English classes and those who, apart from regular classes, weekly attended and actively participated in specially designed English debate classes. To evaluate whether any alterations to the students’ adaptability level occurred, teacher‐assessors completed the Adaptability Scale at the beginning and end of the project. In addition, the students were asked to fill out a self‐assessment questionnaire to rate their own adaptability development. The results of the control and experimental groups were compared and a series of t‐tests was conducted. The findings reveal that, in the experimental group, English debate classes fostered positive growth in the level of adaptability, and all its components experienced a significant enhancement.
“…But as Pulakos et al . () observe, work‐related adaptability is an elusive term that can have multiple meanings. This is an issue we also observed.…”
Section: Discussion: Facing Uncertainty With Confidencementioning
Over the coming decades, technology and automation are expected to dramatically transform how work will be undertaken. While many of these developments will improve productivity and provide new opportunities, some jobs will likely disappear. In this article, we report data from in‐depth interviews undertaken with 51 young Australians about their strategies for managing the possibility of technological disruption in the workplace. In the face of future uncertainties, we found that the majority of our participants remained confident in their ability to maintain for themselves a ‘good’ career story. We posit, however, that those who could neither avoid nor reduce the possibility that technological advancements might jeopardise their career plans demonstrated an outlook of career malleability whereby they accepted the risk yet remained subjectively confident in their own capacity to rewrite their career narrative if, or when, circumstances demanded.
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