Need to study human motivation and psychology carefully, e.g. all humans have the need to feel valued even though they may desire recognition in different forms

Focus on meaning, value of being, aspirations and growth

Opportunities for Learning may be a reward in itself

Not just the "big" or "open" recognitions, but more private ones as well, e.g. The communication between the RO/JH, or Dept Head/Members to validate and celebrate performances.

Focus on what people need/want, than generalizing or using the "easiest" means, e.g. through time-off, choice of "reward", Opportunities for Learning/Growth

Not as a "carrot", but an unexpected reward to validate effort/skill/outcomes, which intensifies the actual "reward".

Increasing the scope and number of teachers recognized, rather than restricted to a few high-profile projects or people

Clear and open reasons behind performance ratings during dialogues with RO, not just during BOY-MY-EOY work reviews, but ongoing and during strategic periods, e.g. PB release period, end of key programme/event.

Nominations for OCA to be ongoing, e.g. a Poster with a QR code in the staff room to allow for nominations ANYTIME from 1 Jan to Deadline.

Reduction of the lengthy OCA nomination form to key components

Distribution of nomination forms to nominees (in private) as a recognition of their efforts, e.g. by RO, SSD, SLs, regardless of whether they win the OCA or not

Internal Departmental Recognitions, then scaled up to school-level for OCA

Deliberate efforts to recognize the efforts and performance of the less high-profile staff doing good work

Creating a culture of validation, gratitude and celebration of everyone's success

Tiering of awards, e.g. Beginning vs Experienced Teachers

Recognition to be as organic as possible, not overly formal or contrived.