Recognising Workplace Problems

Overview

Duration: 60 minutes
Class size: 12 students
Level: Entry Level 3 (post 16-25 SEND, Employability and Life Skills)
Unit: Workplace Problem Solving (Lesson 2 of 8)
Curriculum alignment: National Curriculum for England, Functional Skills and Employability framework — focussing on developing communication, critical thinking, and personal development competencies relevant to the workplace.

Learning Objectives (WALT)

WALT recognise common signs of workplace problems and describe why early identification is important.

Aligned curriculum objectives:

English Functional Skills (Entry 3): Engage in spoken communication, listening and responding in familiar contexts (speaking and listening skills - Identify and respond to problems effectively)
Personal Development & Employability Skills: Develop self-awareness and coping strategies to manage workplace challenges (PSHE / Employability scope)

Success Criteria

By the end of the lesson, students will be able to:

Identify at least 3 common signs or indicators of problems in a workplace environment (e.g., poor communication, missed deadlines, safety hazards).
Demonstrate how to spot these signs in role-play scenarios.
Discuss in groups why recognising problems early can prevent escalation.
Use simple workplace-related vocabulary confidently to describe problems.

Resources

Large printed visuals: workplace scenarios (e.g., office, warehouse, retail) with problem indicators
Role-play prompt cards
Whiteboard and markers
Simple worksheets with images and vocabulary
Timer for group activities
Audio clips (optional) illustrating workplace conversations with/without problems

Lesson Structure

1. Introduction & Recap (10 minutes)

Activity: Quick recap of Lesson 1 (What is a workplace problem?)
Use a 'mind map' on the whiteboard: students name any problems they remember from the previous lesson. Teacher writes these and links them visually.
Set WALT and success criteria clearly on the board.
Use simple clear language and prompt with visuals.

2. Exploring Signs of Problems (15 minutes)

Present 3-4 short illustrated workplace scenes on posters (e.g. a cluttered workspace, workers arguing, a broken machine).
Group discussion: "What problem might this show?"
Prompt questions: "What do you see? What do you think is wrong?"
Write student vocabulary on the board (e.g., argument, delay, broken equipment).
Use targeted questioning to support less confident communicators.
Differentiation: Use symbols and picture cards for students with literacy challenges; encourage more confident students to explain in full sentences.

3. Role-Playing Scenarios (20 minutes)

Split class into 4 groups of 3. Each group receives one prompt card with a workplace problem scenario. Examples:
- Missed deadline due to poor planning
- Two colleagues misunderstanding instructions
- Unsafe equipment in use
- Noise distractions causing mistakes
Groups prepare short 2-minute role-plays demonstrating problem signs and one person pointing them out early.
Encourage use of workplace problem vocabulary.
Teacher models first example role-play with a volunteer before groups start.
Rotate roles within groups if time permits.
Support and scaffold language as needed.

4. Group Presentations and Feedback (10 minutes)

Each group performs their role-play.
Teacher and peers give positive, constructive feedback focussed on recognising problem signs.
Use "What problem did you spot? How did you know?" questions.
Praise use of vocabulary and clear communication.

5. Reflection and Plenary (5 minutes)

Class circle: one thing each student learnt about recognising problems.
Teacher highlights importance of spotting problems early to solve them before getting worse.
Use a short, simple worksheet where students match problem signs (pictures) to words as a quick assessment.
Set a ‘problem spotting challenge’ as an extension for learning at home or work experience environment.

Differentiation

Use visuals and simplified texts for students with reading difficulties or EAL.
Provide sentence starters for speaking activities (e.g., "I see a problem because...").
Pair weaker communicators with peer buddies.
Use repetition and clear instructions.
Advanced learners supported to develop explanations on how problems could be solved next.

Extension Activities

Advanced learners create a ‘Problem Spotting Checklist’ for different workplace environments.
Encourage learners to write or record a short explanation of a problem they have noticed in their own experience.
Use digital tablets for recording role-plays to build confidence and review communication skills.

Assessment

Formative assessment through observation of group discussions and role-plays, checking for understanding of problem signs and communication skills.
Matching worksheet used as a mini quiz to assess recognition of problem indicators.
Verbal questioning throughout to gauge individual learner progress.

Notes for Teachers

Keep language accessible and ensure expectations are clear.
Encourage an inclusive atmosphere where all contributions are valued.
Use real-life examples relating to students’ previous work or volunteering experiences to increase relevance.
Be patient and flexible with pacing, allowing time for repetition and processing.

This lesson builds foundational skills in problem identification, essential for workplace readiness and aligns with the National Curriculum’s focus on developing functional communication and personal skills for employability.