Behaviorist Example: Incentivized organization's employees to demonstrate learning about the importance of greeting colleagues daily with stickers, competing for the most stickers, and then winning a monetary prize.

Constructivist Learning Objective: Staff will be asked to reflect on the benefits of greeting colleagues daily and share best practices to use this activity to enhance workplace culture, through an additional activity weekly: colleagues from different departments will be assigned to meet weekly in small groups and discuss ways they've improved their environment beyond simple daily greetings. Their conversation will be guided by a resource from the HR department that shares examples of various situations where greetings have gone awry, or people have tried to take advantage of the game and take more stickers than they are owed, etc.

Zone of Proximal Development component: The groups will be randomized each week--people will have to meet with staff different from those they already know, and instead will have to interact with new people and hear experiences and perspectives from different departments. This feature of the activity will push them to acknowledge differences in communication styles. The document outlining examples of difficult situations may make them just uncomfortable enough to learn from others, and make further connections between how another person is functioning with the activity, and how they may want to emulate success, or try alternative methods to reap all the benefits of the initial assignment.

Scaffolding Strategy: The organization will invite "teachers/more skilled peers", including:

• Staff who have previously won to share their strategy
• Staff from other organizations with award-winning work cultures to share their intra-office communication strategies

Social Constructivist Strategy: The randomized groups will ensure there is ample time to engage with peers and use the help of others (through scaffolding strategy). Staff/learners are supported and hear from a variety of perspectives who can help them learn about the full advantages of and best ways to engage in the workplace. Through these activities, the staff are building their "tentative and dynamic" reality (Bates), and "construct[ing it] through human activity" (Kim) and engagement.