Workload Navigator Lab

The facilitator introduces the idea that coping well with performance demands is not only a personal skill, but also something the school can support through clear routines and small structural improvements. Teachers are invited to look at workload and pressure as something that can be mapped, discussed, and made more manageable.

Suggested introduction:
"Teaching always comes with demands. Sometimes the pressure is manageable, and sometimes it feels like too much at once. Today we will look at where that pressure builds up, what helps us cope well, and what small change could make a real difference in our daily work. The goal is not to talk about stress in general, but to identify one concrete buffer that supports security and makes demands easier to handle."

The facilitator explains that the group will first reflect individually, then look for shared patterns, and finally design one small buffer that can be tested in practice.

Teachers receive the Demand Radar Sheet and complete it individually.
They reflect on questions such as:

• When do performance demands feel highest for me?
• What situations drain my energy most?
• What helps me cope well when pressure rises?
• Where do I feel most secure and in control of my work?
• Which demand point should be improved first?

Teachers complete the sheet in silence so that they can think honestly before discussing their experiences with others.
The facilitator encourages participants to focus on concrete situations, not general complaints. The goal is to identify patterns, not to judge themselves or others.

Teachers return to the group and share the main points from their Demand Radar Sheets. They write key words on sticky notes and place them on the board or flipchart.
The facilitator groups similar notes into categories such as:
• time pressure
• emotional load
• unclear expectations
• interruptions
• peak periods
• administrative demands
• support that helps coping

The group then identifies:
• one demand point that is especially strong
• one existing coping support that already works well
• one area where a small change could reduce pressure quickly

This step helps the group move from individual experience to a shared picture of where security is strongest and where it is weakest.

Small groups now work with the Buffer Canvas. Their task is to design one realistic buffer for the selected demand point.

The key rule is simple:
Each proposal must include one pressure point and one buffer that can be tested in the school setting.

The group discusses:

• What exactly makes this demand difficult?
• What could reduce the pressure without creating new complexity?
• Who needs to be involved?
• What can be changed within the normal school routine?
• What would we want to test first?

The facilitator encourages teachers to choose a change that is small enough to implement quickly but meaningful enough to improve security and coping. The buffer should be practical, low-cost, and easy to try.

Each group writes its idea on the Buffer Canvas and prepares a short explanation for the next step.

Each group briefly presents its buffer idea to the others. Participants listen and then use dot stickers to mark the ideas they think are most useful, realistic, and likely to improve coping with performance demands.

The facilitator then helps the group choose one buffer to test first.

If school management or team leadership is present, they should listen to the proposals and indicate whether the chosen buffer can be supported in practice. Their role is to respond constructively, not to overrule the group.

This step ensures that the activity ends with a real decision, not just with good ideas.

The facilitator summarises the chosen buffer and helps the group agree on the next practical step:

• who will test it
• when it will start
• how long the test period will last
• how feedback will be collected
• when the group will review the result

Suggested closing:
"Today we did not try to solve everything. We identified one pressure point, designed one buffer, and agreed on one small test that can make coping easier in everyday school life. Security grows when demands become visible and manageable."

If possible, a short follow-up review is scheduled after the test period.