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.

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 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

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 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

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 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.

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 Outline

MI Outline Instructor Notes

MI OUTLINE NOTES TO TEACHER

I. Your Attitude
II. Your Attitude and Work Have student search job websites to
III. Human Relations find out what traits employers are
a. Relationships with Co- looking for in their employees. Talk
workers to students about attitude and the
b. Relationships with role it plays in getting and keeping a
Supervisors job.
c. Relationships with Students will complete:
Customers 1. Attitude worksheet
d. Dealing with Criticism 2. Attitude and Work activity
IV. Teamwork
a. Cooperation Explain to students that developing a
b. Team Skills good relationship with their
V. Maslow’s Hierarchy employer/supervisor and co-workers
a. Self-actualization is very important. Human Relations
b. Employee satisfaction 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.
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 Multiple Intelligences Guide

Kinesthetic/ Logical/
Existentialist Interpersonal Intrapersonal Bodily 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

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 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) _____ Tries to force ideas on others

_____ Cannot see another person’s _____ Makes eye contact with others

point of view _____ Unwilling to change

_____ Respects the ideas and opinions

_____ Rarely complains
of others
_____ Has a variety of interests
_____ Complains about everything
_____ Frequently criticizes others
_____ Enjoys the company of others
_____ Doesn’t look at others
_____ Mostly stays alone
_____ Accepts responsibility for
_____ Thinks only of self
mistakes
_____ Seldom makes excuses
_____ Rarely smiles
_____ Can see another person’s point

of view

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 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:
_________________________________________________________________________________________________

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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:
_________________________________________________________________________________________________

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Negative:
________________________________________________________________________________________________

8. You feel alone.

Positive:
_________________________________________________________________________________________________

Negative:
________________________________________________________________________________________________

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 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 ____ Take home pencils and paper from
something. 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 ____ Be dependable.

criticism.

____ Do not get along with others.

____ Dress inappropriately for the job.

____ Always call in when sick or late.

____ Respect others’ privacy.
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____ 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 ____ Accept other people’s life styles
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.

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 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?

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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.

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 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?

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 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?

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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?

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 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
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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.

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 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?

_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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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?

_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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 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.

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

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.

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

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

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 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.

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 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

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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.

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 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.

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 Assessment Rubric for Presentation

Exemplary (20pts) Accomplished (15pts) Developing (10pts) Beginning (5pts) Total Points
Information Information in logical Difficult to follow Cannot understand
presented in sequence. presentation; presentation; no
Organization
logical, interesting student jumps sequence of
sequence. around. information.

Subject Demonstrates full At ease with expected Uncomfortable with Does not have a
Knowledge knowledge by answers to questions information and is grasp of the
answering all class but does not able to answer only information. Cannot
questions with elaborate. rudimentary answer questions
explanations and questions. about subject.
elaborations.

Explain and Relate to text and Occasionally uses Uses superfluous

reinforce screen, presentation. graphics that rarely graphics or no
Graphics
text, and support text and graphics.
presentation. presentation.

Uses a variety of Uses a variety of Presents only Does not justify

sources in sources in reaching evidence that conclusions with
Research
reaching accurate conclusions. supports a research evidence.
conclusions. preconceived point
of view.

Oral Maintains eye Maintains eye contact Occasionally uses Reads with no eye
Presentation contact and most of the time and eye contact, mostly contact and
pronounces all pronounces most reads presentation, incorrectly
Elocution/Eye terms precisely. All words correctly. Most and incorrectly pronounces terms.
Contact audience audience members pronounces terms. Speaks too quietly.
members can can hear presentation. Audience members
hear. have difficulty
hearing.

Total Points: __________________

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