Human Behavior in Organization

Module 3

Written exclusively for

CAP COLLEGE

By

IRENE A. PADRON, DBA (Cand.)

University of the East, Manila, Philippines

May 2015

1
 CAP College
Self-Learning Series

for

Human Behavior in Organization

Module 3
Communication in Organizations

Copyright ©2015

CAP COLLEGE

126 Amorsolo cor. V.A. Rufino Sts., Makati City

and

IRENE A. PADRON, DBA Cand.

University of the East, Manila, Philippines

May 2015

All rights reserved

2
 INSTRUCTIONS TO THE STUDENT

At CAP College, you learn through self-instructional modules, otherwise known

as CAPSeLS (short for CAP College Self-Learning Series), such as the one you
are now reading. To gain most out of these materials, it is important that you
observe the following instructions:

• Every subject or course has an average of five modules, each one of

which contains two to five or more lessons. You must satisfy the work
prescribed by each module before you can sit for the final examination
that will determine whether you pass or fail the course.

• Make an effort to do some extra reading. The titles listed under

“Suggested Readings” are neither exclusive nor conclusive. Any
reference book on the subject will do.

• Test your own progress by performing the Self-Progress Check Test at the
end of each lesson. Read the test instructions carefully and understand
them well. Do not look at the answers while taking the test.

• Check your answers with the key at the end of the module. Unless, there
is a specific instruction on how to score your paper, compute it by dividing
the correct answers with the total number of points and multiplying the
quotient by 100. Keep your own scores. If you get 70% or higher, you
pass; otherwise, you have to review the lesson and do the re-test, if any,
before advancing to the next one. Take note that in some cases, these
lesson tests are presented as Activities or Exercises. Do them the same
way.

• After doing the test of the last lesson in each module, perform the Module
Test at the end of the module. Then clip the duly accomplished Module
Test and submit it to: The Dean of Studies, 126 Amorsolo cor. V.A.
RufinoSts., Legaspi Village, 1229 Makati City, Philippines. Or you may
just send your answer sheets to the Module Test by email:
capcollege@capcow.com. Your paper will be corrected at the College
and you will be informed of the results soon thereafter. Meanwhile, go to
work on the next module, observing the same procedure all over again.

• When you have submitted all the Module Tests of a subject, you may take
the Final Examination for that particular subject. However, you may

3
 choose to finish all the module tests of all subjects before taking the Final
Examinations.

• Final Examinations are taken in person at CAP College or at designated

Distance Education Learning Centers or Examination Centers. If you are
residing or working abroad, arrangements will be made for you to take the
examinations at the nearest Philippine Embassy, Consulate Office or at a
venue acceptable to both CAP College and you. To arrange for the
schedule of your Final Examination, you have to inform CAP College one
week before your preferred date through any of the following: mail, email,
fax or phone. Subsequently, you will then receive a Final Notice
containing the details on how to go about your examinations.

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 MODULE 3

Communication in Organizations

Scope of the Module

This Module consists of three lessons namely:

Lesson 1. Nature of Communication

Lesson 2. Factors Affecting the Quality of Communication
Lesson 3. Human Relations in the Organization

Overview of the Module

This module is designed to provide you with an overview of the types of

communication, ways of communicating in the organization, barriers to
communication, transactional analysis as a model for effective communications,
and the value of assertive communication. This module also covers the
importance of human relations in the workplace. The guidelines for effective
human relations are also discussed.

Objectives of the Module

After completion of this module, you should be able to:

 define communication;
 identify the types of communication;
 recognize the ways of communicating in organization;
 identify the barriers to communication;
 determine transactional analysis as a model for effective communications;
 recognize the value of assertive communication;
 define human relations;
 recognize the importance of human relations in the workplace; and
 identify the guidelines for effective human relations.

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Management 23
Module III
Lesson 1. THE NATURE OF COMMUNICATION

Lesson Objectives:

After studying this lesson on the nature of communication, you shall be

able to:
1. define communication;
2. identify the types of communication; and
3. recognize the ways of communicating in organization.

Introduction

One of the most difficult challenges for management is getting individuals

to understand and voluntarily pursue organizational objectives. Effective
communication is vital to meeting this challenge. Organizational communication
takes in a great deal of territory---virtually every management function and
activity can be considered communication in one way or another. Planning and
controlling require a good deal of communicating, as do organization design and
development, decision-making and problem solving, leadership, and staffing.

In addition, effective communication helps us better understand a person

or situation and enables us to resolve differences, build trust and respect, and
create environments where creative ideas, problem solving, affection, and caring
can flourish.

Thus, Kreitner, R. (2009) affirmed that “The most desired management

skill is good communication, followed by a sense of vision, honesty,
decisiveness, and ability to build good relationships with employees.”

6
Definitions of Communication
Communication is a process of sending and receiving messages with
attached meanings.
---Schermerhorn, J. Jr., et al (2012)

Communication is the transfer of information and understanding from one

person to another person.
---Kreitner, R. (2009)

Communication is defined as a process by which we assign and convey

meaning in an attempt to create shared understanding. This process requires a
vast range of skills in intrapersonal and interpersonal processing, listening,
observing, speaking, questioning, analyzing, and evaluating.

(http://www.k12.wa.us/curriculuminstruct/comm
unications/default.aspx, 2014)

Communication is the sharing of information between two or more

individuals or groups to reach a common understanding.

(http://www.slideshare.net/Eidayn_Eisya/organi
zational-behavior-communication, 2015)

Importance of Good Communication

 Increased efficiency in new technologies and skills

 Learning, Implementing, Training

 Expands workers skills

 Improved quality of products and services

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  Subordinates communicate problems and solutions for increasing quality
to superiors

The Communication Process

The Communication Process

Figure 3.1

(Source: http://www.slideshare.net/Eidayn_Eisya/organizational-behavior-
communication, 2015)

Figure 3.1 illustrates the communication process. The communication

process is a chain made up of identifiable links. Links in this process include
sender, message, encoding, medium, decoding, receiver, feedback, and noise
(random and competing messages that may interfere with the intended

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communication). The essential purpose of this chainlike process is to send an
idea from one person to another in a way that will be understood by the receiver.

Types of Communication

According to Martires, C. (2011), Communication can be classified

according to some variables:
1.) Number of People Involved
a.) Intrapersonal Communication
This occurs when the sender and the receiver of the message is one
and the same person, as in someone talking to himself. This could
involve self-rationalizing, daydreaming, or conscience examination.
This is usually done quietly.
b.) Interpersonal Communication
This requires two people interacting with each other. The supervisor
and an employee talking to each other, for instance, can illustrate this
type.
c.) Group Communication
The process involves several people. A meeting of the supervisor and
the employees in his unit would be a good illustration.
d.) Mass Communication
This takes place with an indefinite number of people which some would
term as a faceless audience. The use of television, radio, newspapers,
magazines and billboards falls under this category.

2.) Levels of Source and Receiver

Communication Networks

The pathways along which information flows in groups and teams

and throughout the organization.

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Choice of communication network depends on:

 The nature of the group’s tasks

 The extent to which group members need to communicate with

each other to achieve group goals.

a.) Vertical

Vertical communications flow up and down the corporate hierarchy.

a.1) Downward
Downward communication follows the chain of command
from top to bottom, from higher to lower authority. This is best
exemplified in a work setting where leadership is autocratic and the
workers’ group is shy, timid or afraid.
One of its major functions is to achieve influence through
information. Lower level personnel need to know what those higher
levels are doing and to be regularly reminded of key policies,
strategies, objectives and technical developments. Of special
importance are feedback and information on performance result.
Sharing such information helps minimize the spread of rumors and
inaccuracies regarding higher- level intentions. It also helps create
a sense of security and involvement among receivers who believe
they know the whole story. Unfortunately, a lack of adequate
download communication is often cited as a management failure.
The main motivation for this type of communication is to
guide and direct the behavior of those individuals at the lower
organization levels.

a.2) Upward
This is the opposite of a downward communication. The
term upward communication refers to a process of systematically

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 encouraging employees to share their feelings and ideas with
management.
The group below feels free to initiate and suggest new
programs and projects which are welcomed by management.
Illustrations of upward communication are feelings of employees
about their jobs, the organization or their immediate supervisors;
prospects for promotion, complaints, suggestions, clarification of
roles, functions, and tasks. Its main purpose is to provide higher
organizational levels with information about what is going on down
below.
b.) Horizontal
Horizontal communications flow between employees of the same
level. The middle managers group together to discuss common
problems. The following activities utilize horizontal communication:
coordination of work assignments, sharing information and plans, joint
problem solving, conciliation, negotiation, settlement of differences,
and development of interpersonal relations. Consequently, its main
motivation is “task-oriented.”

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Formal Communication Network

Formal Communication Network

Figure 3.2

(Source: http://www.slideshare.net/Eidayn_Eisya/organizational-behavior-
communication, 2015)

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c.) Circular

Communication starts at any point or level; moves on to another

point or level, moves back and forth in either formal or informal
progression or retrogression.

Circular Communication
Figure 3.3
(Source: Martires, C., Human Behavior in Organizations, 3rd Edition, 2011)

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d.) Cross-Channel/Diagonal Communication

Cross-Channel/Diagonal Communication
Figure 3.4
(Source: Martires, C., Human Behavior in Organizations, 3rd Edition, 2011)

The direction of information flow takes this type of communication

in inter-unit exchanges, or in co-orientation activities. Again,
communication flows across the chain of command.

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Communication Networks in Groups and Teams

Communication Networks in
Groups and Teams
Figure 3.5
(Source: http://www.slideshare.net/Eidayn_Eisya/organizational-behavior-
communication, 2015)

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 Types of Network

Table 3.1
(Source: http://www.slideshare.net/Eidayn_Eisya/organizational-behavior-
communication, 2015)

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Ways of Communicating in Organizations
The manner by which individuals communicate in the work setting
depends on the type of channels. Table 3.2 illustrates these:

Table 3.2
WAYS OF COMMUNICATION BY CHANNELS
FORMAL CHANNELS INFORMAL CHANNELS
FOR TOP MANAGEMENT
Memoranda Hosted meals
Policy issuances/statements Use of key informants like secretaries,
Meetings (board, ex-com) aids, runners
Conferences, briefings
FOR MIDDLE MANAGEMENT
Memoranda Informal meetings
Reports Liaisons, cliques
Meetings (committee, staff) Bridges
Conferences
FOR RANK AND FILE
Meetings (unions, associations) Small talk
Letters Grapevine

(Source: Martires, C., Human Behavior in Organizations, 3rd Edition, 2011)

(SEE NO. 3 OF “INSTRUCTIONS TO THE STUDENT”)

Management 23

Module III

Lesson 1

SELF-PROGRESS CHECK TEST

17
 (Answer the following questions as best as you can from what you have
understood from lesson 1. Be fair with yourself. Make this test a real gauge of
what you know of the course.)
Multiple Choice: Choose the best answer and write the corresponding letter

on the blank space provided before each number.

_____ 1. It is a process of sending and receiving messages with attached

meanings.

a. Communication.

b. Human Relations

c. Leadership

d. Motivation

_____ 2. It is a chain made up of identifiable links.

a. Communication Process

b. Organizational Behavior

c. Organizational Chart

d. Organizational Process

_____ 3. This occurs when the sender and the receiver of the message is
one and the same person, as in someone talking to himself.
a. Group Communication

b. Interpersonal Communication

c. Intrapersonal Communication

d. Mass Communication

_____ 4. This requires two people interacting with each other. The

supervisor and an employee talking to each other, for instance, can

illustrate this type.

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 a. Group Communication

b. Interpersonal Communication

c. Intrapersonal Communication

d. Mass Communication

_____ 5. This takes place with an indefinite number of people which some

would term as a faceless audience. The use of television, radio,

newspapers, magazines and billboards falls under this category.

a. Group Communication

b. Interpersonal Communication

c. Intrapersonal Communication

d. Mass Communication

_____ 6. Communications flow up and down the corporate hierarchy.

a. Circular

b. Cross-Channel/Diagonal

c. Horizontal

d. Vertical

_____ 7. Communications flow between employees of the same level.

a. Circular

b. Cross-Channel/Diagonal

c. Horizontal

d. Vertical

_____ 8. This is best exemplified in a work setting where leadership is

autocratic and the workers’ group is shy, timid or afraid.

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 a. Circular Communication .

b. Diagonal Communication

c. Downward Communication

d. Upward Communication

_____ 9. Members communicate only with the people next to them in

the sequence.

a. Chain Network

b. Circle Network

c. Wheel Network

d. All-Channel Network

_____ 10. Members communicate with others close to them in terms of

expertise, experience and location.

a. Chain Network

b. Circle Network

c. Wheel Network

d. All-Channel Network

(SEE NO. 4 OF “INSTRUCTIONS TO THE STUDENT”)

Management 23

Module III

Lesson 2. FACTORS THAT AFFECT THE QUALITY OF COMMUNICATION

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Lesson Objectives:

After studying this lesson on the factors that affect the quality of
communication, you shall be able to:
1. identify the barriers to communication;
2. determine transactional analysis as a model for effective
communications; and
3. recognize the value of assertive communication.

Introduction

Our organization is rich and increasingly high tech, but even with the
support provided by continuing developments in information technology, it is
important to remember that people still drive organizational systems and
performance. People who are willing and able to collaborate and commit their
mutual talents and energies to the tasks at hand are the foundations of any high-
performance organization. And to create this foundation, people must excel in
interpersonal communication and not yield to the barriers that can detract from it.

Barriers to Communication

Communications Barriers
Communication Barriers are factors that block or significantly distort
successful communication.

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 In interpersonal communication, it is important to understand the barriers that
can easily create communication problems. The most common barriers in the
workplace include physical barriers, semantic barriers, and psychosocial barriers.
1. Physical barrier
According to Martires, C. (2011), physical barrier includes impediments in
relation to distance, timing, efficiency of modes used like telephone, telegraph, or
post office amenities. Companies that have branches all over the country need
to set up regional offices whose vice-presidents oversee the operations. While
time is related to distance, timeliness is another factor to consider particularly in
decision making. Decisions that are off tangent in their formulation and
dissemination vis-à-vis time may cause the loss of tremendous sum of money
and other resources. Inefficient telephone, telegraph or post office systems also
result in delays in the transmittal of important messages which could be critical to
the decision making and/or implementation of decisions.
2. Semantic barrier
Formally defined by Kreitner, R. (2009), “Semantics is the study of the
meaning of words.”
Words are indispensable, although they can cause a great deal of
trouble. When in doubt regarding the clarity of your written or spoken messages,
the popular KISS principle of communication is always worth remembering:
“Keep it short and simple.”
According to Schermerhorn, J. Jr., et al (2012), the following illustrations
of the “bafflegab” that once tried to pass as actual “executive communication” are
a case in point.

Incorrect
A. “We solicit any recommendations that you wish to make, and you may
be assured that any such recommendations will be given our careful
consideration.”

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 B. “Consumer elements are continuing to stress the fundamental
necessity of a stabilization of the price structure at a lower level than
exists at the present time.”
One has to wonder why these messages were not stated more
understandably:
Correct
A. “Send us your recommendations; they will be carefully considered.”
B. “Consumers want lower prices.”
3. Psychosocial barrier
Psychological and social barriers are probably responsible for more
blocked communication than any other type of barrier. People’s backgrounds,
perceptions, values, biases, needs and expectations differ. Childhood
experiences may result in negative feelings toward authority figures (such as
supervisors), racial prejudice, distrust of the opposite sex, or lack of self-
confidence. Family and personal problems (including poor health, alcoholism,
lack of sleep, and emotional strain) may be so upsetting that an employee is
unable to concentrate on work.
Furthermore, experience on present or past jobs may have created anger,
distrust, and resentment that speak more loudly in the employee’s mind than any
work-related communication. Sincere sensitivity to the receiver’s needs and
personal circumstances goes a long way toward overcoming psychosocial
barriers to communication.

Transactional Analysis – A Model for Effective Communications

Definitions of Transaction and Transactional Analysis

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 “The unit of social intercourse is called a transaction. If two or more
people encounter each other… sooner or later one of them will speak, or give
some other indication of acknowledging the presence of the others. This is called
transactional stimulus. Another person will then say or do something which is
in some way related to the stimulus, and that is called the transactional
response.

With this definition, Dr. Berne defined the basic unit of analysis. At its
simplest level, Transactional Analysis is the method for studying interactions
between individuals.

(http://www.ericberne.com/transactional-analysis, 2015)

Transactional analysis or TA is a branch of psychotherapy developed by

Eric Berne. His definition of it is “a theory of personality and a systematic
psychotherapy for personal growth and change”.

(http://www2.hull.ac.uk/.../UFA-Transactional Analysis,
2015)

Transactional Analysis

This was created by psychotherapist Dr. Eric Berne (1910 – 1970) from
studies he conducted in the 1950’s. It made complex interpersonal transactions
understandable when he recognized that people can interact from one of three
“ego-states”: 1. Parent, 2. Adult and 3. Child.

Berne’s model is a three part ego-state model. An ego state is “ A

consistent pattern of feeling and experience directly related to a corresponding
consistent pattern of behavior.” Each one of the ego states is a system of
communication with its own language and function; the Parent is a language of
values, the Adult is a language of logic and rationality, and the Child is a
language of emotions.

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 Knowing about Transactional Analysis (TA) can be very useful for
improving our communication skills. TA is about how people are structured
psychologically and is both a theory of communication and a theory of child
development.

The Three Ego-States in Berne’s model:

When people interact, they do so in one of three different ego states. An

ego state is a specific way of thinking, feeling, and behaving; and each ego state
has its origin in specific regions of the brain. People can behave from their Parent
Ego State, Adult Ego State, or Child Ego State. At any one time our actions come
from one of these three ego states.

1. The Parent: The Parent is like a tape recorder. It is a collection of pre-

recorded, pre-judged, prejudiced codes for living. When a person is in the
Parent ego state, she thinks, feels and behaves like one of her parents or
someone who took their place. The Parent decides, without reasoning,
how to react to situations, what is good or bad, and how people should
live. The Parent judges for or against and can be controlling or supportive.
When the Parent is critical it is called the Critical Parent. When it is
supportive it is called the Nurturing Parent.
2. The Adult: When in the Adult ego state, the person functions as a human
computer. This operates on data it collects and stores or uses to make
decisions according to a logic-based program. When in the Adult ego state
the person uses logical thinking to solve problems making sure that Child
or Parent emotions do not contaminate the process.
3. The Child: When we are in the Child ego state, we act like the child we
once were. We are not just putting on an act; we think, feel, see, hear and
react as a three or five or eight year old child. The ego states are fully
experienced states of being, not just roles. When the Child is hateful or
loving, impulsive, spontaneous or playful it is called the Natural Child.
When it is thoughtful, creative or imaginative it is called the Little

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 Professor. When it is fearful, guilty or ashamed it is called the Adapted
Child. The Child has all the feelings; fear, love, anger, joy, sadness,
shame and so on. The Child is often blamed for being the source of
people’s troubles because it is self-centered, emotional, powerful and
resists the suppression that comes with growing up.

Table 3.3 shows the content and characteristics of ego states:

Table 3.3
CONTENT AND CHARACTERISTICS OF EGO STATES

Judgmental, critical of self and others, directive and “how to” oriented,
P rigid, prejudiced, controlling of others particularly by invoking guilt
(Parent) feelings, authoritarian-permissive, tradition-bound, supportive, and
paternalistic.
Logical, non-emotional, rational, objective, fact-oriented, calculating,
A fun less, ageless, computer-like with constant data updating,
(Adult) probabilistic, and here-and-now oriented.
Spontaneous, fun-loving, curious, creative, impulsive, stubborn,
C rebellious, manipulative, sulking, “poor me” dependency, reactionary,
(Child) non-confronting, self-centered and self-pitying.

(Source: Martires, C., Human Behavior in Organizations, 3rd Edition, 2011)

Transactions occur when any person relates to any other person. Each
transaction is made up a stimulus and a response and transactions can proceed
from the Parent, Adult or Child of one person to the Parent, Adult or Child of
another person.

A complementary transaction involves the same ego state in each person.

In a crossed transaction the transactional response is addressed to an ego state

26
different from the one which started the stimulus. Communication can continue
between two people as long as transactions are complementary: crossed
transactions are important because they disrupt communication. Finally, an
ulterior transaction involves hidden meaning. In this situation, one message is on
the observable, social level and one is on the hidden, psychological level.

The “3 Rules of Communication” in Transactional Analysis (TA)

1st Rule of Communication

 So long as transactions remain complementary, communication can

continue indefinitely.

2nd Rule of Communication

 When a transaction is crossed, a break in communication results, and one

or both individuals will need to shift ego states in order for the
communication to be re-established

3rd Rule of Communication

 The behavioral outcome of an ulterior transaction (one where two

messages are sent at the same time; one overt social and one covert
psychological) is determined at the psychological level and not at the
social level.

The Ego State Transactions

Figure 3.6
(Source: http://www2.hull.ac.uk/.../UFA-Transactional Analysis, 2015)
(Source: Martires, C., Human Behavior in Organizations, 3rd Edition, 2011)

27
Example of Complementary Transaction

Where the message is sent from one ego state and the reply is from the
expected ego state. The transaction is complementary.
Sender Responder
Error: Reference source not found

Above is example of Adult to Adult.

A Complementary Transaction
1. Have you read the 1990 audit report of our company done by our external
auditor?
2. I received it the other day but I haven’t read it.

Example of Crossed Transaction

When a message is sent from one ego state and the sender expects it to
be sent back from the expected ego state: but it is sent back from a different one.
The transaction is crossed; communication is non effective.

Sender Responder
Error: Reference source not found

Above is example of Adult expecting reply from Adult but receiving reply
from Critical Parent.
A Crossed Transaction
1. Have you read the 1990 audit report of our company done by our external
auditor?

28
 2. (Angry) I received it the other day but I haven’t read it. There is so much
to do in the office.

A crossed transaction could lead to argument and loss of effective

communication. The message is ‘lost’.

Example of Ulterior Transaction

Sender Responder

Error: Reference source not found

Above is example of Adapted Child expecting reply from Nurturing Parent

but receiving reply from Critical Parent

An Ulterior Transaction
1. (Approaches suddenly the responder with a hurried tone in voice). Have
you read the 1990 audit report of our company done by our external
auditor? Ulterior message: Hoping you’ve read it)
2. (Taken a back but catches voice with a sullen smile). Is this the report?
It will be the next thing I will read. Ulterior message: “Please don’t worry,
I’ll read it for sure.”

ASSERTIVE COMMUNICATION

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 Being assertive is a core communication skill. Being assertive means that
you express yourself effectively and stand up for your point of view, while also
respecting the rights and beliefs of others.

Being assertive can also help boost your self-esteem and earn others'
respect. This can help with stress management, especially if you tend to take on
too many responsibilities because you have a hard time saying no.

Why Assertive Communication Makes Sense

Because assertiveness is based on mutual respect, it is an effective and

diplomatic communication style. Being assertive shows that you respect yourself
because you are willing to stand up for your interests and express your thoughts
and feelings. It also demonstrates that you are aware of the rights of others and
are willing to work on resolving conflicts.

Of course, it is not just what you say — your message — but also how you
say it which is really important. Assertive communication is direct and respectful.
Being assertive gives you the best chance of successfully delivering your
message. If you communicate in a way that is too passive or too aggressive, your
message may get lost because people are too busy reacting to your delivery.

Here are five ways to communicate assertively:

1. Allow yourself to feel anger.

The biggest obstacle to assertive communication is the belief that anger is

bad and expressing it in an assertive way is improper. However, anger is a
normal and natural emotion.

2. Make clear, assertive requests.

An assertive request is straightforward and does not criticize the other

person. This is in contrast to passive-aggressive requests, which are asked in a

30
“round-about way, adding in backhanded jabs that are plain enough to hurt, while
covert enough to be denied.”

3. Validate the other person’s feelings.

This means understanding “their feelings and where they are coming
from.” Validating feelings, however, does not mean that you agree with them.

For instance, “Lira, I understand that you are upset because you have to
switch work days in order to get this project done; however, it is very important to
me and I appreciate you are doing it.”

4. Be a good listener.

Being a good listener includes maintaining a very respectful and open

nonverbal attitude and posture while listening to the person and restating their
words. You also maintain eye contact, and manage your own emotions and
thoughts, so that you can “set aside any personal agenda, reactions, defenses,
explanations or rescue attempts.”

5. Be collaborative.

Being assertive also means working together. It means being “constructive

and collaborative and looking for ways to achieve a situation where both people
are happy.”

Assertive vs. Passive Behavior

If your style is passive, you may seem to be shy or overly easygoing. You
may routinely say things such as, "I will just go with whatever the group decides."
You tend to avoid conflict. Why is that a problem? Because the message you are

31
sending is that your thoughts and feelings are not as important as those of other
people. In essence, when you are too passive, you give others the license to
disregard your wants and needs.

Consider this example: You say yes when a colleague asks you to take
over a project, even though your plate is full, and the extra work means you will
have to work overtime and miss your daughter's tennis game. Your intention may
be to keep the peace. But always saying yes can poison your relationships. And
worse, it may cause you internal conflict because your needs and those of your
family always come second.

The internal conflict that can be created by passive behavior can lead to:

 Stress
 Resentment
 Seething anger
 Feelings of victimization
 Desire to exact revenge

Assertive vs. Aggressive Behavior

If your style is aggressive, you may come across as a bully who

disregards the needs, feelings and opinions of others. You may appear self-
righteous or superior. Very aggressive people humiliate and intimidate others and
may even be physically threatening.

You may think that being aggressive gets you what you want. However, it
comes at a cost. Aggression undercuts trust and mutual respect. Others may
come to resent you, leading them to avoid or oppose you.

(SEE NO. 3 OF “INSTRUCTIONS TO THE STUDENT”)

32
Management 23

Module III

Lesson 2

SELF-PROGRESS CHECK TEST

(Answer the following questions as best as you can from what you have
understood from lesson 2. Be fair with yourself. Make this test a real gauge of
what you know of the course.)

Matching Type: Match Column A to Column B. Write the letter of the correct
answer on the blank space provided before each number.
A
a. Adult g. Ego State
b. Assertive h. Parent
c. Child i. Physical Barrier
d. Communication Barriers j. Psychosocial Barrier
e. Complementary Transaction k. Semantics
f. Crossed Transaction l. Transactional Analysis

B
_____1. These refer to the factors that block or significantly distort successful
communication.

_____2. It includes impediments in relation to distance, timing, efficiency of

modes used like telephone, telegraph, or post office amenities.

_____3. It is a study of the meaning of words.

_____4. It is the method for studying interactions between individuals.

33
_____5. It is a consistent pattern of feeling and experience directly related to a
corresponding consistent pattern of behavior.

_____6. It is a language of values.

_____7. It is a language of logic and rationality,

_____8. It is a language of emotions.

_____9. The transactional response is addressed to an ego state different from

the one which started the stimulus.

_____10. This means that you express yourself effectively and stand up for your
point of view, while also respecting the rights and beliefs of others.

(SEE NO. 4 OF “INSTRUCTIONS TO THE STUDENT”)

34
Management 23

Module III

Lesson 3. HUMAN RELATIONS IN THE ORGANIZATION

Lesson Objectives:

After studying this lesson on human relations in the organization, you shall
be able to:
1. define human relations;
2. recognize the importance of human relations in the workplace; and
3. identify the guidelines for effective human relations.

Introduction

Human relations seem to be an easy and a common sense subject. It can

make our lives easy and comfortable or difficult and miserable. Human relations
are at work not only in our work lives but also in our family and in our personal
lives. According to Petryni, M. (2015), relationships between employees and
management are of substantial value in any workplace. Human Relations is the
process of training employees, addressing their needs, fostering a workplace
culture and resolving conflicts between different employees or between
employees and management. Understanding some of the ways that human
relations can impact the costs, competitiveness and long-term economic
sustainability of a business helps to underscore their importance.

Furthermore, in the business world, human relations are a critical part of

organizational success; an organization may have a wonderful business plan, but
without employees to carry out that plan, it is worthless. It is often said that a
happy employee is a more productive employee.

35
Definitions of Human Relations
Human Relations is a discipline within resource management which
addresses interpersonal behaviors. Factors that are considered include
leadership; communication; team building; and negotiation, facilitation and
mediation abilities.
(http://www.businessdictionary.com/definition/human-
relation.html#izzz3YDSulW90,2015)

Human Relations is a department in an organization responsible for the

management of hiring qualified personnel for the purpose of filling vacant
positions. Activities involved with the department include advertising and
posting, recruiting, staffing, interviewing, hiring, terminations, layoffs, career
training, and performance reviews of company employees.

(http://www.businessdictionary.com/definition/human-
relations-HR.html#ixzz3YDPk2haW, 2015)

Human Relations is the analysis of people's issues that arise due to

interpersonal and organizational relationships.

(http://study.com/academy/lesson/human-relations-
movement-in-management-theory-lesson-quiz.html, 2015)

Human Relations is the relationships that are involved in a business such

as employer-employee relation and customer-business relations.

(https://www.chegg.com/tutors/what-is-Human-Relations-
and-Organizational-Behavior/, 2015)

36
The Importance of Human Relations in the Workplace

Human relations in the workplace are a major part of what makes a

business work. Employees must frequently work together on projects,
communicate ideas and provide motivation to get things done. Without a stable
and inviting workplace culture, difficult challenges can arise both in the logistics
of managing employees and in the bottom line. Businesses with engaging
workplaces and a well-trained workforce are more likely to retain and attract
qualified employees, foster loyalty with customers and more quickly adapt to
meet the needs of a changing marketplace.

Moreover, relationships between employees in the workplace are

important to reducing employee turnover, increasing productivity and fostering
creativity.

Improving Retention

The quality of workplace relations is critical to employee retention.

Employee retention may seem trivial -- especially in a workplace that is used to a
high turnover -- but managers must remember that turnover is financially very
costly. Every new employee requires a substantial investment of time and energy
in their recruitment and training. In addition, severing ties with old employees can
sometimes be challenging, especially if the circumstances are not particularly
amicable. Making sure quality employees remain interested and engaged in the
business requires patience, compassion and flexibility, but can actually make the
business more financially sound.

Motivation and Productivity

Workplace relationships provide a source of employee motivation, which is

important to maintaining productivity. Employees who are interested in their work

37
and in the well-being of other employees tend to be more productive than those
who are not. This productivity pays obvious financial dividends to the company,
as it can get more done in less time with fewer costs. Building relationships by
both recognizing employees’ value to the company and a concern for their needs
often goes a long way.

Fostering Creativity

The modern business environment often rewards businesses that are able
to quickly develop products that meet changing consumer needs. In some
industries -- such as technology, for example -- employees' ability to come up
with effective new ideas is often the difference between the entire company's
success and failure. Creativity is based to large degree in social interaction.
Employees' creativity is often dependent on their ability to communicate with
other employees and share ideas. Without quality workplace relationships,
employees are less likely to be able to develop and share the solutions that a
business needs to survive.

In an organization, managers are concerned with three types of resources,

1. Physical resources;
2. Financial resources;
3. Human resources;
Physical and Financial resources are the building, furniture, environment,
money, etc. Human resource is the most important resource that managers have
to deal with efficiently and effectively. Good human resource is capable and will
be profitable for the organization.
Suppose a situation arises that people within an organization do not get
along with one another. There are conflicts over small and large issues, day in
and day out. Resolving these conflicts uses most of the energy of the employees
and as a result physical and financial resources are not used to the optimum
level. How human relations or interpersonal skills affect the people in an
organization and how they relate to one another and get things done in a

38
congenial manner, not only affects its work environment but also have an impact
for the profits or outcomes of the company.

Some Guidelines for Effective Human Relations:

1. Keep a positive approach.
2. Be an optimistic person.
3. Be genuinely interested in others.
4. Call people politely by name.
5. Help other people whenever possible.
6. Create a Win-Win situation.
7. Think before you act.
8. Have open communication.
9. Develop a pleasant work environment.

To develop and improve human relations is to understand yourself. There

are three aspects of a person:
1. Private Self
The personal life of a person.
2. Projected Self
What the person would like to project in public.
3. Perceived Self
The way people see us.

(SEE NO. 3 OF “INSTRUCTIONS TO THE STUDENT”)

39
Management 23
Module III
Lesson 3

SELF- PROGRESS CHECK TEST

(Answer the following questions as best as you can from what you have
understood from lesson 3. Be fair with yourself. Make this test a real gauge of
what you know of the course.)

Matching Type: Match Column A to Column B. Write the letter of the correct
answer on the blank space provided before each number.
A
a. Human Relations e. Private Self
b. Human Resource f. Productivity
c. Perceived Self g. Projected Self
d. Physical & Financial Resources

_____1. It is a discipline within resource management which addresses

interpersonal behaviors. Factors that are considered include leadership,
communication, team building, negotiation, facilitation and mediation abilities.

_____2. These refer to the building, furniture, environment, money, etc.

_____3. It is the most important resource that managers have to deal with
efficiently and effectively.

_____4. It refers to the personal life of a person.

_____5. It refers to the way people see us.

(SEE NO. 4 “INSTRUCTIONS TO THE STUDENT”)

40
Management 23

Module III

ANSWER KEYS TO THE SELF-PROGRESS CHECK TESTS

Lesson 1

1. a 6. d
2. a 7. c
3. c 8. c
4. b 9. a
5. d 10. b

Lesson 2

1. d 6. h
2. i 7. a
3. k 8. c
4. l 9. f
5. g 10. b

Lesson 3

1. a
2. d
3. b
4 e
5. c

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