human relations - data.cteunt.orgdata.cteunt.org/.../human-relations/bma-human-relations.pdf ·...

1 Copyright © Texas Education Agency, 2015. All rights reserved.

Human Relations

Practicum in Business Management

Performance Objective

Upon completion of this lesson, each student will understand how interpersonal skills, leadership, teamwork skills,

and human relations affect the workplace.

Specific Objectives

Students will compare positive and negative traits in the workplace.

Students will analyze the proper way to communicate effectively in a situation.

Students will identify their own strengths and weaknesses along with keys to help achieve self-actualization.

Terms

Cooperation – working together for a common goal.

Effective communication – sending a message from one person to another.

Goodwill – positive feeling toward another person or business that occurs when that person or business does

something nice for you.

Human relations – the study of how humans interact with each other.

Integrity – good character; being dependable, loyal, honest and conscientious.

Human Relations Skills – skills used to interactions with people as positive as possible.

Maslow’s Hierarchy of Needs – consists of five levels: Physiological, safety/security, belongingness and love,

esteem and self-actualization.

Self-actualization - to find self-fulfillment and realize one’s potential.

References

http://www.edpsycinteractive.org/topics/conation/maslow.html

Rosemary, T. F. & Moore, R. (2011). Career success: The attitude advantage. Tinley Park, Illinois: The

Goodheart-Willcox Company, Inc.

This lesson should take five to seven class days to complete.

Lesson Plan

http://www.edpsycinteractive.org/topics/conation/maslow.html


TEKS Correlations

This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the

elimination of any or all of the TEKS listed.

130.122 (c) Knowledge and skills

(14) The student demonstrates leadership and teamwork skills in collaborating with others to accomplish goals and objectives. The student is expected to:

(E) establish and maintain effective working relationships in order to accomplish the following objectives and tasks:

(i) demonstrate effective working relationships using interpersonal skills; (ii) use positive interpersonal skills to work cooperatively with others; (iii) negotiate effectively to arrive at decisions; (iv) demonstrate respect for individuals, including those from different cultures, genders, and backgrounds; and (v) demonstrate sensitivity to and value for diversity.

(19) The student applies principles of effective human relations skills. The student is expected to: (A) demonstrate professional qualities, including positive attitude, loyalty, and diplomacy; (B) demonstrate professionalism through personal appearance, neatness of work area, and correctness of completed tasks; (C) identify and demonstrate skills needed to maintain effective work relations with colleagues; (D) demonstrate a respect for individual differences; (E) apply tact in handling criticism and disagreement or disappointment, accept constructive criticism, and revise personal views when valid evidence warrants; (F) explain the concepts of integrity and confidentiality as related to the office environment; (G) plan, staff, lead, and organize human resources to enhance productivity and satisfaction; (H) assist with staff growth and development and train staff on system usage; and (I) implement methods for improving employee satisfaction.

Interdisciplinary Correlations

English

110.42 (b) Knowledge and skills

(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to

read unfamiliar words and to build vocabulary. The student is expected to:

(A) expand vocabulary through wide reading, listening, and discussing; and

(B) rely on context to determine meanings of words and phrases such as figurative

language, idioms, multiple meaning words, and technical vocabulary.

(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The

Preparation


student is expected to:

(F) identify main ideas and their supporting details;

(G) summarize texts; and

(J) read silently with comprehension for a sustained period of time.

Speech

110.56 (b) Knowledge and skills

(1)(A) Explain the importance of communication in daily interaction.

(2)(E) Participate appropriately in conversations for a variety of purposes.

(3)(A) Use appropriate communication in group settings.

(E) Use appropriate verbal, non-verbal, and listening strategies to communicate effectively in

groups.

(5)(B) Use language clearly and appropriately.

Tasks

Students will secure signatures on all forms, as specified by the teacher.

Students will return all paperwork in a timely manner.

Accommodations for Learning Differences

It is important that lessons accommodate the needs of every learner. These lessons may be modified to

accommodate your students with learning differences by referring to the files found on the Special Populations page

of this website (cte.unt.edu).

Preparation

Copy the handouts.

Have multimedia presentations ready to show.

Instructional Aids

Student worksheets

Materials Needed

Copies

pencils

Equipment Needed

Teacher computer

Projector (for digital presentation)

Calculators


Learner Preparation

Begin by having students describe their attitude toward supervisors or people in authority, such as a teacher,

workplace supervisor, team captain, or parent.

Have students describe one way a person can work on improving his/her attitude with others, if he/she does

not have a good attitude.

Lesson Introduction

Ask students to brainstorm things that can be done with two co-workers who are not getting along.

Discuss possible consequences of negative behavior on a job.

Have a student share a situation he/she witnessed at a workplace where two employees or an employee and a

supervisor were not getting along.

Introduction


MI Outline Instructor Notes

MI

OUTLINE I. Your Attitude II. Your Attitude and Work III. Human Relations

a. Relationships with Co-workers

b. Relationships with Supervisors

c. Relationships with Customers

d. Dealing with Criticism IV. Teamwork

a. Cooperation b. Team Skills

V. Maslow’s Hierarchy a. Self-actualization b. Employee satisfaction

NOTES TO TEACHER Have student search job websites to find out what traits employers are looking for in their employees. Talk to students about attitude and the role it plays in getting and keeping a job. Students will complete:

1. Attitude worksheet

2. Attitude and Work activity

Explain to students that developing a good relationship with their employer/supervisor and co-workers is very important. Human Relations are the skills used to make interactions with people as positive as possible. Students will complete:

1. What Behavior Does My

Employer/Supervisor Want

2. Positive Relationships

3. Cooperation

4. Dealing with Criticism

Discuss with students the importance of teamwork on the job and in life. Ask students to give examples of when working together with a team may be better than working alone. Students will complete:

1. Team Skills Self-Evaluation

2. What’s In It for Me activity

Finish the lesson with Maslow’s Hierarchy of needs activity. Explaining how employee satisfaction cannot exist without basic needs being met.

Outline


Multiple Intelligences Guide

Guided Practice

The teacher will monitor students’ independent practices.

Review

What are three goals to strive for in effective communication?

What are the five levels of Maslow’s Hierarchy of Needs?

What is one of the main reasons workers lose their job?

Existentialist

Interpersonal

Intrapersonal

Kinesthetic/

Bodily

Logical/

Mathematical

Musical/Rhythmic

Naturalist

Verbal/Linguistic

Visual/Spatial

Informal Evaluation o Check for understanding by teacher o Very small work group option (students help each other)

Formal Evaluation o Tests over the material

Application

Summary

Evaluation


Attitude

Distribute the attached Attitude handout. Ask learners to identify work traits that demonstrate a positive attitude.

Discuss the traits listed. How can one employee’s negative outlook affect the job performance of others? How do

the positive traits and behaviors affect the work environment? The Employer? (Remember, to be of value to an

employer, an employee needs to be an enthusiastic representative of the business/company and offer the finest

service.)

Directions: Put a check beside positive behaviors that show a good attitude.

_____ Smiles easily

_____ Has few interests

_____ Willing to change (ideas, dress,

behavior when appropriate)

_____ Cannot see another person’s

point of view

_____ Rarely complains

_____ Has a variety of interests

_____ Frequently criticizes others

_____ Doesn’t look at others

_____ Accepts responsibility for

mistakes

_____ Rarely smiles

_____ Considers others’ opinions

_____ Blames others for mistakes

_____ Rarely criticizes others

_____ Tries to force ideas on others

_____ Makes eye contact with others

_____ Unwilling to change

_____ Respects the ideas and opinions

of others

_____ Complains about everything

_____ Enjoys the company of others

_____ Mostly stays alone

_____ Thinks only of self

_____ Seldom makes excuses

_____ Can see another person’s point

of view


Your Attitude and Work

One of the main reasons workers lose jobs is a poor attitude. Attitude is learned, and it can be changed. Each day presents new

opportunities to work at developing a positive outlook. (“Is the glass half empty or half full?”)

Directions: Ask students to write a sentence that shows a positive outlook and one that shows a negative outlook for each of the

following situations. This can be a class exercise, a small group exercise, or an individual exercise.

Situations:

1. You depend on a friend to pick you up for work. He does not come.

Positive:

_________________________________________________________________________________________________

Negative:

________________________________________________________________________________________________

2. You have to meet your child’s teacher at school.

Positive:

_________________________________________________________________________________________________

Negative:

________________________________________________________________________________________________

3. You are applying for a job.

Positive:

_________________________________________________________________________________________________


Negative:

________________________________________________________________________________________________

4. Your spouse unexpectedly takes you out to eat.

Positive:

_________________________________________________________________________________________________

Negative:

________________________________________________________________________________________________

5. Your neighbor breaks a leg at work.

Positive:

_________________________________________________________________________________________________

Negative:

________________________________________________________________________________________________

6. Your car has engine trouble. The police stop.

Positive:

_________________________________________________________________________________________________

Negative:

________________________________________________________________________________________________

7. Your co-worker tells you that you are doing something wrong.

Positive:

_________________________________________________________________________________________________


Negative:

________________________________________________________________________________________________

8. You feel alone.

Positive:

_________________________________________________________________________________________________

Negative:

________________________________________________________________________________________________


What Behavior Does my Employer/Supervisor Want?

What does it mean to develop a good relationship with your supervisor/employer? Discuss some things to do when

an employee does not get along with a supervisor. What can the employee/the supervisor do?

Directions: Put a check by appropriate workplace behaviors.

____ Show up late for work.

____ Ask questions if you do not understand

something.

____ Work without supervision.

____ Follow directions.

____ Be honest.

____ Be a good problem solver.

____ Learn to follow workplace rules.

____ Respond angrily to constructive

criticism.

____ Dress inappropriately for the job.

____ Respect others’ privacy.

____ Possess basic reading and math skills.

____ Take home pencils and paper from

work.

____ Be irresponsible.

____ Have good attendance.

____ Be eager to learn.

____ Be competent in your job skills.

____Always be late.

____ Be dependable.

____ Do not get along with others.

____ Always call in when sick or late.


____ Take work assignments respectfully.

____ Fall asleep at work.

____ Goof off. Be lazy.

____ Offer to help co-workers when you

finish your work early.

____ Take extra time for break.

____ Refuse to help do a job.

____ Leave early often.

____ Spread rumors about another worker.

____ Be dishonest.

____ Be a good worker.

____ Speak clearly

____ Do not listen.

____ Do not follow directions.

____ Be courteous and polite.

____ Be on time.

____ Maintain a good appearance.

____ Accept other people’s life styles


Human Relations Activity

Getting Along with Co-Workers. Ask the class what it means to develop a good relationship with co-workers.

Assign learners to small groups and ask them to list positive and negative behaviors that they have witnessed or

experienced at work. Let each group present their list to the class for an open discussion that brings out examples,

describes types of work relationships, and offers ways that negative work relationships can be improved.

Ask learners to describe a good co-worker by identifying the positive behaviors and actions a co-worker should

display.

Discuss some possible things to do when an employee does not get along with a co-worker.

One option for consideration is to invite a guest speaker to give a presentation on issues relative to getting along with

co-workers.

Journal Work. Self-knowledge is powerful. Ask learners to assess themselves by making lists of (1) their good traits

as a co-worker (at least four) and (2) their traits that need improvement (at least four). Ask learners to explain or give

examples of the traits they have in each list. For the traits that need improvement, ask learners to make some

concrete suggestions for ways they might go about improving. This activity may be started in class and completed at

home.

Getting Along with Customers. Introduce the question, Who is a customer? Ask them to give examples.

Customer Relations and Goodwill. Get learners to share examples of their own good and bad experiences as

customers. Make two lists: Good and Bad. Enter learners’ good and bad experiences on the appropriate list and ask

them to describe (1) their feelings about the company when the event occurred and (2) their feelings about the

company now. (When a learner gives an example that indicates a company’s employees made them feel better about

a bad experience, use that to segue into the terminology customer relations and goodwill.) What are customer

relations? What is goodwill? Many examples of goodwill relate to serving customers. Other forms of goodwill

include reputation and generosity. Goodwill is one of the most important assets a company has.

Employer expectations. Talk about employer expectations in relation to employees and customers. Ask groups to

identify and list positive behaviors/actions employees should display and negative behaviors employees should avoid

when dealing with customers. It may be easier for learners to respond if you couch this activity in the form of

questions like What are your expectations when you are a customer? How do you like to be treated? What things

make you feel good about a company? What things make you have bad feelings towards a company? Why is it

important to the employer for employees to understand the role of the customer and the company? Write the

saying, The customer is always right on the board. What does this mean? Is the customer always right? What can an

employee do when he/she is not able to satisfy a customer?


Develop two scripts with the class about a dissatisfied customer and a company employee. In one, show positive

behaviors that the employee can use to maintain good customer relations. In the other, show employee behaviors

that will likely result in the loss of a customer in the future. Draw heavily on the examples provided by the learners

earlier in the work on Getting Along with Customers. Ask for volunteers to act out the scripts.


Positive Relationships

INSTRUCTIONS: Read the following paragraph and then answer the questions below.

Lee works for Ash Computer Electronics, Inc. She works in the word processing department and, generally, likes her

job. She arrives at work around 8:50 a.m. most mornings. As work starts at 8:30 a.m., her co-worker, June, covers for

her by answering her phone during this time. Lee is an excellent typist and feels a great deal of confidence in her

ability. She often helps June and her co-workers. Lee’s best friend, Pam, works down the hall, and Lee will often leave

her desk and stop by Pam's office for a "short" visit. Lee usually asks June to cover her leaving the office for the visit.

1. Has Lee developed positive relationships with her co-workers? How?

2. How do you think June feels about Lee?

3. List the ways that Lee is ignoring good human relations skills while dealing with June.

4. How could Lee improve her relationship with June?


Cooperation

I. A Guide to Developing Effective Relationships with Co-Workers and Supervisors

When communicating with others, strive to:

Develop and maintain a positive working relationship with your co-workers and with your supervisor.

Inform your supervisor upon completion of each assigned task.

Be willing to assist co-workers when you are able.

When you are unable to complete an assigned task by the deadline, consult with your supervisor as soon as

possible.

Inform your supervisor of the problems that you are unable to solve on your own.

Treat everyone with respect.

Be Polite.

Describe the proper response to achieve effective communications in each of the following situations.

1. Your supervisor has asked that you duplicate and bind twenty training manuals by next Thursday. He has hired

several new employees and they will begin their orientation next week. You have the only available copy of

the training manual on your computer. Your master hard copy was accidentally issued at the last orientation.

The laser printer in your office is an older model and has required constant repair. Today, when you begin to

print out a new “master hard copy,” you discover that you are having printer problems. You call Mr. Johnson,

the service repairman, to come fix it. Mr. Johnson informs you that your maintenance agreement has expired,

and he is unable to make a service call until a new agreement is signed.

What would you say to Mr. Johnson? To your supervisor?


2. You are extremely proud of yourself because you recently completed a tough assignment ahead of schedule.

Penny, in Accounts Receivable, was scheduled to help you with the project, but each time you called her she

came up with an excuse.

What would you say to Penny? Your supervisor? Penny’s supervisor? Other co-workers?

3. A friend of yours is unable to make a trip, and you have been invited to take her place. It sounds like the

vacation of a lifetime. The only problem is that you have to leave on Friday, which is the day after tomorrow,

and you are scheduled to work.

What do you do? What do you say to the person who invited you? What do you say to your supervisor?

4. Your supervisor gave you an assignment with a two-week deadline. Tomorrow is the deadline and you realize

that you are not able to complete the assignment.

What do you do? Should you mention this to your supervisor? If so, how? Should you ask a co-worker for

assistance? If so, who would you select and how would you ask for help?


Dealing with Criticism

Case Study

Art class is Andrew’s favorite subject. Everyone admires his drawings. Andrew believes that he has natural

talent. He isn’t very interested in learning theory or technique.

Andrew’s high school fine arts teacher believes that it is important to learn technique. Andrew rejects his

teacher’s suggestions on ways to improve his drawings. Andrew cannot handle criticism of his artwork. When his

teacher makes suggestions, he feels personally attacked. He takes criticism as a sign that he has no talent.

Andrew has his heart set on attending a famous art academy. The cost is very high, but Andrew is convinced

that he will be awarded a scholarship. He confidently sends his application and samples.

Andrew is stunned when he is rejected. He is angered by the reasons he receives: “some talent, poor

technique.” “Those big city art snobs,” he yells. “They can’t even recognize talent when they see it!”

After failing to gain admission to art school, Andrew decides to apply for a position as a drafting apprentice for

an airplane manufacturer. He gets the job and starts the company’s training program.

Andrew attends a three-month training course. He is surprised that he likes drafting so much. He likes the

detail work. In a way, it is like being an artist. He is drawing and doing something useful with his talent.

Andrew trains with a veteran drafter for one year. He is not given much responsibility, but he is learning his

trade. In this situation, Andrew accepts criticism of his work. He feels that because he is an apprentice, he is

supposed to be learning.

When his apprenticeship ends, Andrew is assigned to the electrical department. Now he is given jobs to do on

his own. When there is a problem with one of his drawings, the designers and engineers discuss it with him.

Unfortunately, Andrew’s difficulty with accepting criticism returns. Because he is now a trained drafter, Andrew feels


that he knows how to do his job. He becomes upset whenever he has to make corrections to his work. He feels he is

failing in his new job.

Andrew begins to resent the engineers and designers. He feels that they think they’re better than he is

because they have more education. When one of them questions his placement of a wire, he sulks for the rest of the

day.

Andrew has a great deal of trouble working on a team with other drafters. When Andrew’s ideas are not used,

he is personally insulted. Andrew refuses to talk to some members of the department because they have changed his

drawings. He is quickly earning a reputation as a troublesome member of the department.

After Andrew has worked as a drafter for 18 months, his boss is forced to cut the staff. Although Andrew has

more talent than many of the others, Andrew is let go.


Case Discussion

Directions: After you have read the case, write your answers to the following discussion questions.

1. What is your reaction to this case?

_______________________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. How would you describe Andrew’s attitude toward his job?

_______________________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. How would you describe the criticism that Andrew received?

_______________________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. Why was Andrew fired?

_______________________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

5. What do you think is the cause of Andrew’s feelings about criticism?

_______________________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________


6. Describe what might have happened if Andrew had responded positively to the criticism from his art

teacher.

_______________________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

7. Describe what might have happened if Andrew had responded positively to the suggestions from the

designers and engineers at his job.

_______________________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

8. What advice would you give to Andrew?

_______________________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________


Team Skills Self-Evaluation

Evaluating your team skills can help you identify your strengths and weaknesses as a team

member. When you know what your weaknesses are, you can set goals to improve your team

skills. When you know what your own strengths and those of your teammates are, you can

function more efficiently as a team.

Rate each of the following statements as they relate to you in a group situation.

1. When I am working with a group, I make an effort to be supportive and encouraging to

other team members, even if I don’t agree with what they are saying.

A. Very Often B. Sometimes C. Occasionally D. Never

2. I listen closely to what others say, and I ask for clarification if I am not sure what they

mean.


3. When another member of the group is disruptive or puts down other members’

suggestions, I call attention to his or her behavior and suggest a better approach.


Note that the preferred response would always be "A. Very Often.”


WIIFM—What’s In It For Me?

Can you tell good WIIFM from bad WIIFM? Read the following six comments. In the blank next

to the comment, write good or bad. Good means that the comment is supportive of teamwork,

and bad means that the comment is destructive of teamwork.

1. _____I don’t care who wins the game as long as I’m high scorer.

2. _____I love to work in teams. Everybody on the team gets the same grade, so why should I

knock myself out?

3. _____If we can figure out why this electric sander keeps shorting out, sales will go up and

the year-end bonuses will be bigger.

4. _____I know what’s causing the problem, but I’m not going to tell anybody because that

way somebody else will get the credit.

5. _____Everybody knows Harry is slow—he’s good, but he’s slow. If we pitch in, we can

increase the team’s productivity, and we’ll all look good.

6. _____It’s a good feeling to work with a team. When we finish a project, we know that we all

had a part in it.

Be prepared to discuss your answers with the class and to explain why the good WIIFMs will

help a team function well and why the bad ones will not.


Maslow’s Hierarchy of Needs

Objective: To compare Maslow’s concept of a self-actualized individual to a typical student’s

view of a self-actualized individual

Procedure: Present the following situation to the class:

”This class is stranded on a deserted island. The island is in the northern Atlantic, and it

is September. There are no other people or buildings on the island; however, there is

vegetation.”

Divide the class into groups of three or four and have them answer the following

questions.

1) What are the first steps you would take to survive?

2) What steps would you take to secure the class’ future?

Students should list the steps in order that they would take them. Review and discuss

answers.

Suggested Responses:

Design rules for protection of person and property

Write rules for social interactions, such as marriage

Provide for children’s education

Provide tasks for adults

Create outlets for entertainment and self-expression

Determine rules for leadership


PART A

Below is an image of Maslow’s Hierarchy of Needs. According to Maslow, once one level is

satisfied, then people try to satisfy the next level (working from the bottom to the top of the

pyramid). He also believed that once a person fulfilled a level of need, that person was no

longer motivated by that need.

Maslow defines self-actualization as developing and reaching one’s individual potential and

being the best person one can be. Fill in the levels.

1. Name a person who you believe has reached the level of self-actualization. It can be

someone you know personally, someone famous, or someone from history.

2. List the qualities of this person on the back.


Self-Actualization Project

Investigate the life of one of the people Maslow identified as self-actualized (Thomas Jefferson,

Eleanor Roosevelt, Mohandas Gandhi, Dr. Martin Luther King, Jr. or Abraham Lincoln).

Compare and contrast this person to Maslow’s list. Do you agree with Maslow’s

categorization? Put your research findings into a presentation.


Assessment Rubric for Presentation

Exemplary (20pts) Accomplished (15pts) Developing (10pts) Beginning (5pts) Total Points

Organization

Information

presented in

logical, interesting

sequence.

Information in logical

sequence.

Difficult to follow

presentation;

student jumps

around.

Cannot understand

presentation; no

sequence of

information.

Subject

Knowledge

Demonstrates full

knowledge by

answering all class

questions with

explanations and

elaborations.

At ease with expected

answers to questions

but does not

elaborate.

Uncomfortable with

information and is

able to answer only

rudimentary

questions.

Does not have a

grasp of the

information. Cannot

answer questions

about subject.

Graphics

Explain and

reinforce screen,

text, and

presentation.

Relate to text and

presentation.

Occasionally uses

graphics that rarely

support text and

presentation.

Uses superfluous

graphics or no

graphics.

Research

Uses a variety of

sources in

reaching accurate

conclusions.

Uses a variety of

sources in reaching

conclusions.

Presents only

evidence that

supports a

preconceived point

of view.

Does not justify

conclusions with

research evidence.

Oral

Presentation

Elocution/Eye

Contact

Maintains eye

contact and

pronounces all

terms precisely. All

audience

members can

hear.

Maintains eye contact

most of the time and

pronounces most

words correctly. Most

audience members

can hear presentation.

Occasionally uses

eye contact, mostly

reads presentation,

and incorrectly

pronounces terms.

Audience members

have difficulty

hearing.

Reads with no eye

contact and

incorrectly

pronounces terms.

Speaks too quietly.

Total Points: __________________

human relations - data.cteunt.orgdata.cteunt.org/.../human-relations/bma-human-relations.pdf ·...

Documents