Human Relations Practicum in Business Management Lesson Plan 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. 1 Copyright © Texas Education Agency, 2015. All rights reserved. Preparation 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 2 Copyright © Texas Education Agency, 2015. All rights reserved. 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 3 Copyright © Texas Education Agency, 2015. All rights reserved. Introduction 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. 4 Copyright © Texas Education Agency, 2015. All rights reserved. Outline MI Outline MI I. II. III. IV. V. OUTLINE Your Attitude Your Attitude and Work Human Relations a. Relationships with Coworkers b. Relationships with Supervisors c. Relationships with Customers d. Dealing with Criticism Teamwork a. Cooperation b. Team Skills Maslow’s Hierarchy a. Self-actualization b. Employee satisfaction Instructor Notes 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. 5 Copyright © Texas Education Agency, 2015. All rights reserved. Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial Application Guided Practice The teacher will monitor students’ independent practices. Summary 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? Evaluation 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 6 Copyright © Texas Education Agency, 2015. All rights reserved. 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 _____ Considers others’ opinions _____ Has few interests _____ Blames others for mistakes _____ Willing to change (ideas, dress, _____ Rarely criticizes others behavior when appropriate) _____ Cannot see another person’s _____ Tries to force ideas on others _____ Makes eye contact with others _____ Unwilling to change point of view _____ Respects the ideas and opinions _____ Rarely complains of others _____ Has a variety of interests _____ Frequently criticizes others _____ Doesn’t look at others _____ Accepts responsibility for mistakes _____ Complains about everything _____ Enjoys the company of others _____ Mostly stays alone _____ Thinks only of self _____ Seldom makes excuses _____ Rarely smiles _____ Can see another person’s point of view 7 Copyright © Texas Education Agency, 2015. All rights reserved. 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: _________________________________________________________________________________________________ 8 Copyright © Texas Education Agency, 2014. All rights reserved. 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: _________________________________________________________________________________________________ 9 Copyright © Texas Education Agency, 2014. All rights reserved. Negative: ________________________________________________________________________________________________ 8. You feel alone. Positive: _________________________________________________________________________________________________ Negative: ________________________________________________________________________________________________ 10 Copyright © Texas Education Agency, 2014. All rights reserved. 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. ____ Possess basic reading and math skills. ____ Ask questions if you do not understand something. ____ Take home pencils and paper from work. ____ Work without supervision. ____ Be irresponsible. ____ Follow directions. ____ Have good attendance. ____ Be honest. ____ Be eager to learn. ____ Be a good problem solver. ____ Be competent in your job skills. ____ Learn to follow workplace rules. ____Always be late. ____ Respond angrily to constructive criticism. ____ Be dependable. ____ Do not get along with others. ____ Dress inappropriately for the job. ____ Always call in when sick or late. ____ Respect others’ privacy. 11 Copyright © Texas Education Agency, 2014. All rights reserved. ____ Take work assignments respectfully. ____ Be courteous and polite. ____ Fall asleep at work. ____ Be on time. ____ Goof off. Be lazy. ____ Maintain a good appearance. ____ Offer to help co-workers when you finish your work early. ____ Accept other people’s life styles ____ 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. 12 Copyright © Texas Education Agency, 2014. All rights reserved. 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? 13 Copyright © Texas Education Agency, 2014. All rights reserved. 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. 14 Copyright © Texas Education Agency, 2014. All rights reserved. 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? 15 Copyright © Texas Education Agency, 2014. All rights reserved. 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? 16 Copyright © Texas Education Agency, 2014. All rights reserved. 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? 17 Copyright © Texas Education Agency, 2014. All rights reserved. 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 18 Copyright © Texas Education Agency, 2014. All rights reserved. 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. 19 Copyright © Texas Education Agency, 2014. All rights reserved. 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? _______________________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 20 Copyright © Texas Education Agency, 2014. All rights reserved. 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? _______________________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 21 Copyright © Texas Education Agency, 2014. All rights reserved. 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 2. I listen closely to what others say, and I ask for clarification if I am not sure what they mean. A. Very Often B. Sometimes C. Occasionally 3. D. Never D. Never 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. A. Very Often B. Sometimes C. Occasionally D. Never Note that the preferred response would always be "A. Very Often.” 22 Copyright © Texas Education Agency, 2014. All rights reserved. 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. 23 Copyright © Texas Education Agency, 2014. All rights reserved. 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 24 Copyright © Texas Education Agency, 2014. All rights reserved. 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. 25 Copyright © Texas Education Agency, 2014. All rights reserved. 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. 26 Copyright © Texas Education Agency, 2014. All rights reserved. Assessment Rubric for Presentation Exemplary (20pts) Accomplished (15pts) Developing (10pts) Beginning (5pts) Information presented in logical, interesting sequence. Information in logical sequence. Difficult to follow presentation; student jumps around. Cannot understand presentation; no sequence of information. 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. 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. Organization Subject Knowledge Oral Presentation Elocution/Eye Contact Total Points Total Points: __________________ 27 Copyright © Texas Education Agency, 2014. All rights reserved.