The participants will be able to explain the difference between positive and corrective feedback.

L.A

Participants are given specific scenarios where they must deliver either positive or corrective feedback. In pairs, one participant acts as the manager delivering the feedback, and the other as the employee receiving it.

PoL

After the role-play, participants complete a short reflection sheet where they describe whether the feedback they gave was positive or corrective, and explain why they chose that type of feedback in the scenario.

2. Briefly outline 5 activities for learning objective 3. Show clearly how each learning activity is linked to the learning objective.

3. Create 5 simple proofs of learning for activity 4. Give a brief outline of each. The proofs of learning need to demonstrate clearly how the learning objective has been reached.

LO:

9. Applying: The participants will be able to apply the competency framework to develop learning outcomes for a specific course.

P2 LA:

### 5. Competency Framework Reflection

- Activity: Participants individually reflect on how they applied the competency framework to their course, writing down insights and challenges faced during the process.

- Link to Objective: Reflection deepens the participant's understanding of how they applied the framework, fostering awareness of its relevance to real teaching situations.

P3 LO:

### 4. Self-Assessment Checklist

- Outline: Participants complete a self-assessment checklist where they evaluate how effectively they applied the competency framework to their course outcomes, with specific examples from their reflection.

- Proof of Learning: The checklist serves as a self-evaluation tool, showcasing the participant’s reflective thinking and ability to apply the framework in their course design.

The participants will be able to design a conflict resolution plan tailored to their team’s specific challenges.

L.A.

Participants will break into small groups to identify common conflicts faced by their teams. Each group will brainstorm potential solutions and approaches for each identified conflict.

PoL

After brainstorming, each group will draft a preliminary action plan for addressing one of the identified conflicts, including steps, responsible parties, and timelines.

Creating: The participants will be able to develop a plan to implement innovative solutions in their department or organization.

L.A

Participants role-play presenting their innovation plan to key stakeholders (e.g., senior leadership or colleagues). The group provides feedback on how well the plan is communicated and its potential impact.

PoL

After the presentation, participants engage in a Q&A session where other participants (acting as stakeholders) ask critical questions about the feasibility, risks, and expected benefits of the innovation plan.

Activity 5: Create a Communication Guide

Description: Participants collaboratively develop a communication guide that outlines best practices for engaging with working parents, including key phrases, questions to ask, and listening techniques. Link to Objective: By creating a practical resource, participants not only demonstrate their understanding of effective communication techniques but also have a tool to implement in their future interactions with working parents.

Proof of Learning 2: Group Presentation of Guide

Outline: Each group presents their communication guide to the rest of the workshop participants, explaining why they included specific techniques and how they expect these to help leaders engage with working parents.

• Demonstration of Objective: The presentation demonstrates that participants not only understand the communication techniques but can also articulate their reasoning behind using them to support working parents.

L.O.

1. L.O. Understanding: The participants will be able to summarize the benefits of a strong sense of belonging for both employees and the organization.

2. L.A. Activity: Ask participants to write a short essay or reflection on how a strong sense of belonging has impacted their own work experience or how they believe it could benefit their team.

3. PoL Outline: Participants will exchange their reflective essays with a peer and provide feedback on the clarity and completeness of the benefits summarized.

The participants will be able to practice active listening skills to enhance their emotional awareness during team interactions.

L.A.

A mini-workshop where participants learn and practice techniques like paraphrasing, asking open-ended questions, and validating emotions.
This directly equips participants with the tools necessary for active listening, enhancing their emotional awareness and regulation during team interactions.

PoL

Participants create a personal action plan outlining specific active listening techniques they will implement in their daily interactions at work. They set measurable goals and a timeline for practice.

LA Group Discussion: Divide participants into small groups and have them discuss real-life examples of both constructive and deconstructive feedback they've encountered. Each group can then share their findings with the larger group.

Pol ost-Activity Reflection: Ask participants to write a brief reflection at the end of the workshop summarizing what they learned about constructive versus deconstructive feedback and how they might apply this knowledge in their roles.