Human Relations in Management Class Module

Human Relations in Management
EDUC 505
First Trimester | 2020 | 2021
1|PAGE
Vision
Tarlac State University is envisioned to be a premier University in the Asia Pacific Region.
Mission
Tarlac State University commits to promote and sustain the offering of quality and relevant
programs in higher and advanced education ensuring equitable access to education for people
empowerment, professional development, and global competitiveness.
Towards this end, TSU shall:
1. Provide high quality instruction through qualified, competent and adequately trained
faculty members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of
technology and sciences and strengthening collaboration with local and international
institutions.
3. Be a champion in community development by strengthening partnership with public
and private organizations and individuals
Core Values
E - xcellence and Enchanced Competence
Q - uality
U - nity
I - ntegrity and Involvement
T - rust in God, Transparency & True Commitment
Y - earning for Global Competitiveness
Development Goals
o To uphold academic excellence and establish its position as a premier university in the
Region
o To reinforce the stature of the University as a Research Institution responding to the
development of Science and Technology;
o To enhance and strengthen partnership with LGUs, private organization and
individuals in community development and people empowerment and
o To enhance income generating projects.
2|PAGE
COURSE COVERAGE
I. Syllabus Orientation
II. Review Concepts

A. Human Relations: A Background
o Human Relations as defined
o The Importance of Human Relations Skills
o A Brief History of Human Relations
o Current Challenges in Human Relations
o What Human Relations is Not
III. Human Relations: The Personal Scale

A. Attitudes and Values
B. Motivation: Increasing Productivity
C. Habits, Needs and Wants
D. Self Esteem in Human Relations
E. Self-Awareness and Self Disclosure
IV. Motivating Environment: It’s Interrelationships

A. Organization: Structure, People and Technology
B. Neo-Classical Theories/ Human Relation Advocates
o Theories and Practices
o Mayo, Homan, McGregor, Argyris, Herzberg, Likert, Lewin, etc.
C. Socio-civic, Religious Environment
D. Issues, Concerns, and Challenges
V. Human Relations in Groups

A. Communication and Human Relations
B. Group Dynamics, Team Building and Organization
C. Transactions and Relationships
D. Personality and Expectations
E. Environment Variables
F. Case Studies
VI. Human Relations Skills Development

A. Individual and Organizational Change
B. Planned Change/ Levels of Change
C. Influence of Human Change- Maturity, Environment Behavior
Modification
D. Creativity and Human Relations
3|PAGE
E. Influence of Cultural Changes
F. Leadership- Life Cycle Theory
G. Conflict Management
H. Stress and Stress Management
VII. Determining Effectiveness and Leadership Developing Processes

A. Leadership- Behavior and Approaches
B. Leadership Process- Techniques
C. Determining Organizational Effectiveness
D. Management Effectiveness vs Leadership Effectiveness
E. Integration of Goals and Expectations Towards Effectiveness
F. Issues, Concerns and Challenges
VIII. Human Relations Issues in a Changing Business World

A. Customers and your Company Image
B. Managing Diversity
C. Managing Personal Problems
D. Business Ethics
E. Management: A Synthesis of Theory
4|PAGE
Republic of the Philippines
TARLAC STATE UNIVERSITY
GRADUATE SCHOOL
COLLEGE OF TEACHER EDUCATION
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Human Relations: A Background

A.Human Relations as defined
B.The Importance of Human Relations Skills
C.A Brief History of Human Relations
D.Current Challenges in Human Relations
E. What Human Relations is Not
In Partial Fulfillment
Of the Requirements in
EDUC 505 - HUMAN RELATIONS IN MANAGEMENT
Submitted by:
JAVIER, MELISSA M.
GUTIERREZ, CHRISTIAN L.
MAEd-EDMA
Submitted to:
DR. MELLANY G. MASANGKAY
5|PAGE
Professor, CTE
MELISSA M. JAVIER
MODULE
Course: EDUC 505 – HUMAN RELATIONS IN MANAGEMENT
Chapter No.: II
Chapter Title: HUMAN RELATIONS: A BACKGROUND
Chapter Outline: ANNEXES:

 Human Relations as Defined
 The Importance of Human Relations Skills
I. Introduction
The better you can work with people, the more successful you’ll become in your
personal and professional life.
II. Learning Objectives

A. To discuss the definition of human relations
B. To categorize its importance
C. To apply once experience about human relations
III. Discussion
A. Preparatory Activity
Game
(The class will play: “What’s on the Box”)
B. Developmental Activities
(Discuss the following definitions of human relations.)
6|PAGE
 First is from the Merriam-Webster which defines "human relations" as the "study of
human problems arising from organizational and interpersonal relations (as an industry)."
-that definition focused on the TOTALITY OF THE PERSON and not just his job
description by means of supporting employees in their career development and agency at
work in addition to running a profitable company. (translated to a business approach)
 Next, according to researchgate.net “Human relation is a way of achieving goals.”

Human beings are the “real wealth” of successful organization. Whereas, it recognizes
individual differences and promote unity, cooperation and maximization of individual
abilities, talents, skills and knowledge for corporate achievement.
 In questia.com it has demonstrated clearly that the new content is people.

-It is concerned with the behavior of people in the social institution. (public school).
 Now let’s have a representation from Harry E. Benz of Ohio University

-In school administration, he characterized a superintendent as “gentleman and a
scholar” Which basically means a well behaved and a well-educated man. According to
him, superintendent’s effectiveness is enhanced by possession of the knowledge and skill
usually thought to be the stock in trade of such professional workers, like architect,
engineer, city manager, and so on.
Certainly, his effectiveness is not minimized if he can deliver a good speech, soothe a
frightened child, tell a good story, teach a Sunday School class, or run a Boy Scout camp,
also to be able to help repair the plumbing, help the janitor hang a door, and help prepare
examinations for pupils. It is simply fine art of getting along with people; he sees a
good deal of the other members of the administration staff; and it says that the success of
his program for school or school system which he administers frequently depends on the
quality of his relationships with these groups.
 H.R. in Education by Riley, Bob E.

It is about better relationships between individuals of different races, religions, and
national origins. He also emphasized that there are five ways that school faculties can
7|PAGE
improve human relations in the schools, which means that there’s a room for
development. (ex. p.6)
 Chron defines human relation as the process of training employees, addressing their
needs, fostering a workplace culture and resolving conflicts between different employees
or between employees and management.
 Also, H.R. simply means “interaction among people”

It is the way people behave- why people behave the way they do or what makes them and
the people around them reacts with one another?
 One important term with this, is behavior. Behavior is what people do and say, while
H.R. fuels behavior.
 In applied Basic Psychology, there are three (3) levels of behavior

-Individual behavior influences group behavior. The organization is a group of people
working to achieve one or more objectives.
**As individual, group, and organizational interacts their collected behavior constitutes
(be (part) of whole) the organizations behavior. If there are a lot of happy and efficient
8|PAGE
individuals, the work environment will be an efficient and productive one. However,
if there are a lot of negative and disgruntled (angry) individuals, it can create a toxic
environment.
In addition, there are three (3) individuals who defined Human Relation as the
relationship between human resources of the organization.
-It incorporates management-employees, employees-employee’s relationship. It also
consists of relationship between the organization’s human resource & outsiders- lay
citizens (such as clients, suppliers).
 According to Mac Farland “Human relations is the study and practice of utilising
human resource through knowledge and through an understanding of the activities,
attitudes, sentiments, and interrelationships of people at work.”
 W. E. G. Scott has remarked, ‘Human relations are a process of an effective motivation

of individual in a given situation in order to achieve a balance of objectives which will
yield greater human satisfaction and help accomplish company goals’.
 According to Keith Davis “Human relations deals with motivating people in

organizations to develop teamwork which effectively fulfil their objectives and achieves
organizational objectives.”
 From the point of view of management, human relation is motivating people in

organizations to develop teamwork spirit in order to fulfil their needs and to achieve
organizational goals efficiently and economically.
“Life is about relations, it’s all about people-people-people.

That why we must have “Human Relation Skills”
Importance of Human Relations:
1. Performance and Productivity:
An employee’s performance and productivity partly depends upon the quality of relation that he
has with management and co-workers. When the management takes interest in well-being of
employees, it is reflected in the employee’s performance. Good human relation practices such as
understanding needs and expectations of employees, providing comfortable work conditions,
9|PAGE
resolving conflicts between management as well as co-workers creates satisfied and motivated
employees. It results in improvement in their overall productivity & performance.
2. Job Satisfaction:
An employee that has good relations with his team members and superiors tends to perform
better than employee who has strained relationship with co-workers or seniors. Free flow of
communication, unity and understanding between employees increases their job satisfaction
level and morale. Job satisfaction ultimately results in higher productivity and performance.
3. Decreases Employee’s Turnover:
Organization that takes interest in well-being and growth of employees helps in reducing
employee turnover and absenteeism. Provision of comfortable work conditions, fair opportunities
of growth, welfare facilities and assistance in career advancement of employees helps to create
motivated and satisfied workforce.
4. Reduction in Disputes:
Healthy relation between human resources is essential for smooth functioning of the
organization. Misunderstanding or mistrust between them adversely affects the productivity of
organization. Human relation practices help to reduce conflicts in the organization between
superiors and subordinates, between two departments and so on. Managers who adopt human
relations approach are proactive in taking actions to defuse conflicts even before they emerge.
5. Innovation:
Good relations at work place facilitate exchange of ideas and information. It enables employees
to consider ideas and opinions of other employees with open mind. Such type of work
environment motivates employees to come up with creative ideas, such as new designs /
processes and so on. This in turn helps the organization to face market competition effectively.
6. Develops Informal Relation:
10 | P A G E
Development of informal relationships between human resources of the organization reduces
stress and work pressure on employees. Employees can freely approach their superiors for any
work related problems. It also enables the manager to get the work done effectively.
7. Increased Employee Participation:
Healthy relations with co-workers & superiors at workplace boost morale of employees. They
are encouraged to actively participate in group discussions and decision making process. This
helps in improving performance and productivity of employees.
8. Understanding Human Resource:
Study of human relations help the organization to better understand attitudes, concerns, needs
and expectations of employees. It helps in properly integrating personal, departmental and
organization goals.
9. Optimum Resource Utilization:
Healthy relation between management and employees facilitates growth of the organization. In
order to build such relation, management has to understand the needs, problems & expectations
of employees and try to find out solution for the same. The organizational assistance to achieve
their personal goals, fair opportunities for growth motivates employees to give their best to the
organization. As a result, they try to find ways in which various resources can be optimally used.
10. Miscellaneous Benefits:
Healthy relations between the human resources enable the organization to improve corporate
image in the market, to reduce wastage, to develop team spirit, to achieve long-term growth &
development and so on.
To sum it up: It is a way of creating a Win-Win Situation

By satisfying the employee’s needs while achieving the organizational objective. How??? When
they both get what they want. (Employees and Organization)
When Employees and Organizational Goals are aligned, overall productivity and performances
tend to follow.
Highlight: Maslow’s Hierarchy of Needs
11 | P A G E
C. Closure Activity
Sharing of ideas/insights/experiences
IV. Evaluation
Answer the question comprehensively.
Why do we need to established interpersonal skills when working with
other?
V. References
https://www.encyclopedia.com/social-sciences-and-law/economics-business-and-
labor/businesses-and-occupations/human-relations
https://www.researchgate.net/
https://www.questia.com/library/1460318/human-relations-in-school-administration
https://www.jstor.org/stable/998523?seq=1
https://namse.wordpress.com/2012/10/25/human-relations-theory-and-school-
administration/
https://www.convergent1.com/brief-history-human-relations-
management/#:~:text=Human%20Relations%20Management%20began%20with,that
%20conflict%20could%20be%20beneficial.
http://joansblog.joantruesuccess11.ws/highly-recommended/8-persuasion-tips-to-
make-anyone-like-you/
12 | P A G E
CHRISTIAN L. GUTIERREZ
MODULE
Chapter No.: II
Chapter Title: HUMAN RELATIONS: A BACKGROUND

 A Brief History of Human Relations
 Current Challenges in Human Relations
 What Human Relations is not?
I. Introduction
Everyone in the organization should move toward a common goal and understand
how the team will achieve that goal.
D. To discuss the brief history of human relations
E. To classify its significant role overtime
F. To value the human relations
III. Discussion
D. Preparatory Activity
(“Word Puzzle”)
13 | P A G E
Instruction: Find the 10 words relating in human relations
Q W E G N I N N A L P T R I I
Y T I U Q E A R V H W U M N I
T B D A J F B M M P O C L I J
X G Z U B G E N M H J O U T U
N N A T H R N H F N E O Y I M
M I F H T N I I Y E N R U A V
W L O O T R L W Z I E D M T X
P L X R U I P Q L I M I S I T
A O W I Y A I Q K J N N U V G
Z R Y T J Z C B M H G A C E M
X T F Y A I S A K R F T G N L
D N M J U O I I B A H I D R M
C O M M A N D I N G C N O S O
E C N B S J K F K L E G D Y A
T G B N H M G N I G A N A M E
E. Developmental Activities
(Discuss the brief history of human relations.)
A BRIEF HISTORY OF HUMAN RELATION

 August 6, 1810, ROBERT OWEN
o In the early 19th century Owen progressed from the low standards to the basic standards
of working.
14 | P A G E
o Treating workers better would increase productivity and, thus, profits.
 September 6, 1835, ANDREW URE
o Andrew Ure was interested in relations between people in manufacturing companies. In

1835 he published a book called The Philosophy of Manufacturers. The book suggested
that workers should have medical help, hot tea regularly, and a sick leave.
 September 6, 1916, HENRY FAYOL
o Henri Fayol's management theory is a simple model of how management interacts with
personnel.
o Fayol concluded that management should interact with personnel in five basic ways in
order to control and plan production.
Fayol concluded that management should interact with personnel in five basic ways in order
to control and plan production.
1. Planning- According to Fayol's theory, management must plan and schedule
every part of industrial processes.
2. Organizing- Henri Fayol argued that in addition to planning a manufacturing

process, management must also make certain all the necessary resources (raw
materials, personnel, etc.) came together at the appropriate time of production.
3. Commanding- Henri Fayol's management theory states that management must

encourage and direct personnel activity
4. Coordinating- According to the management theory of Henri Fayol, management

must make certain that personnel works together in a cooperative fashion.
5. Controlling- The final management activity, according to Henri Fayol, is for the
manager to evaluate and ensure that personnel follow management's commands.
Henri Fayol’s Principles of Management

1. Division of work. Work should be divided in the most efficient way. Fayol believed
work specialization, or the focus on specific tasks for teams or individuals, to be crucial
to success.
2. Authority. Authority is the right to give orders and accountability within those orders.
Fayol believed that along with giving orders and expecting them to be met, that person in
authority also assumes responsibility to make sure tasks are met.
3. Discipline. Discipline is penalties applied to encourage common effort, as a successful
organization requires the common effort of all workers.
15 | P A G E
4. Unity of command. Workers should receive orders from only one manager. In other
words, reporting to two or more managers would violate Fayol’s Fourteen Principles of
Management.
5. Unity of direction. Everyone in the organization should move toward a common goal
and understand how the team will achieve that goal.
6. Subordination of individual interests to general interests. The interests of one person
should not have priority over the interests of the organization as a whole. This focuses on
teamwork and the importance of everyone acting toward the same goal.
7. Remuneration. Many things should be considered when paying employees, including
cost of living, supply of qualified people, and business success.
8. Centralization. The degree of importance in the subordinates’ (employees’) role in their
organization and the amount of decision making that occurs at a central level versus a
decentralized level. For example, in many organizations’ decisions are made centrally
(i.e., in the “corporate office”), which does not allow as much flexibility as decentralized
decision making; this would mean each individual area can make its own decisions.
9. Scalar chain. This refers to how authority is divided among managers. Specifically,
Fayol said lower-level managers should always keep upper-level managers informed.
10. Order. All materials and people related to one kind of work should be organized and
neat. Things should be easy to find.
11. Equity. All employees should be treated equally.
12. Stability of tenure of personnel. Retention of employees should be a high management
priority. The cost of hiring a new worker is expensive, so efforts should be maintained to
keep current employees.
13. Initiative. Management should take steps to encourage workers to take initiative. In
addition, workers should be self-directed and not need a lot of management control to
accomplish tasks.
14. Esprit de corps. Managers should encourage harmony among employees. This harmony
creates good feelings among employees.
 September 6, 1927, ELTON MAYO (HAWTHORNE EFFECT)

o They conducted a series of experiments from the mid-1920s to early 1930s to investigate
how physical working conditions affected worker productivity.
o They found that regardless of changes such as heat, lighting, hours, and breaks,
productivity levels increased during the study.
o The researchers realized the increased productivity resulted because the workers knew
they were being observed. In other words, the workers worked harder because they were
receiving attention and felt cared about.
16 | P A G E
HAWTHORNE EFFECT
 This was called the behavioral science approach. These techniques used
psychology, sociology, and other human relations aspects to help researchers
understand the organizational environment.
 The Hawthorne Effect is when subjects of an experimental study attempt to change or
improve their behavior simply because it is being evaluated or studied.
 September 6, 1935-WAGNER ACT

o The act gave labor unions more power, not only power but the businesses were forced to
negotiate contracts with their workers, giving workers more rights than ever before.
o Even though a new act was at play giving more rights, such as salary and benefits, it did
not emphasize the importance of issues that were important, like, human relations,
employee treatment and workplace morale.
 Sep 7, 1960- McGREROR
o Theory X managers tend to take a pessimistic view of their people and assume that they
are naturally unmotivated and dislike work.
This style of management assumes that workers:
 Dislike their work.

 Avoid responsibility and need constant direction.
 Must be controlled, forced, and threatened to deliver work.
 Need to be supervised at every step.
 Have no incentive to work or ambition, and therefore need to be enticed by rewards to
achieve goals.
o Theory Y managers have an optimistic, positive opinion of their people, and they use a
decentralized, participative management style.
This style of management assumes that workers:
• Happy to work on their own initiative.
• More involved in decision making.
• Self-motivated to complete their tasks.
• Enjoy taking ownership of their work.
• Seek and accept responsibility and need little direction.
• View work as fulfilling and challenging.
• Solve problems creatively and imaginatively.
17 | P A G E
 September 6, 1980, W. EDWARDS DEMING
o Deming was responsible for the TQM movement in 1980. He made it so that they did
away with targets and “Zero defects”. People were able to work more than they had even
imagined possible. Working conditions were the most important things to companies.
Total Quality Management (TQM)
o By 1980, Total Quality Management was introduced to the U.S. TQM was that the
process of what happens in an organization was more important than the product. This
process strongly includes people and relationships. This made is so working conditions
had come to be the most important issue in most companies.
CURRENT CHALLENGES IN HUMAN RELATIONS
 Increased competition in the workplace.
 Dual-career families.
 Single-parent families and divorce.
 Two generations of dependents.
WHAT ARE NOT HUMAN RELATIONS

Human relations are not:
 A study of understanding human behavior to manipulate others.
 A cure-all or a quick fix for deep and ongoing personal problems.
 Ordinary good sense and judgment.
F. Closure Activity
IV. Evaluation
How important to understand human relations from now and then?
V. References
https://www.timetoast.com/timelines/history-of-human-relations-476917bd-5bc6-
4124-b17a-a24d96ed9abb
https://www.convergent1.com/brief-history-human-relations-management/
https://www.business.com/articles/human-relations-management-theory-basics/
https://www.encyclopedia.com/social-sciences-and-law/economics-business-and-
labor/businesses-and-occupations/human-relations
18 | P A G E
GRADUATE SCHOOL
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Human Relations: The Personal Scale

A.Attitudes and Values
B.Motivation: Increasing Productivity
C.Habits, needs and wants
D.Self-esteem in Human Relations
E. Self-awareness and Self-disclosure
Submitted by:
MANUEL, ANDREA I.
AGUINALDO, FATIMA T.
MEJIA, CANTICLE NIÑO R.
MAEd-EDMA
Submitted to:

Professor, CTE
19 | P A G E
I. Title
Human Relations: The Personal Scale
a. Attitudes and Values
b. Motivation: Increasing Productivity
II. Introduction
The performance of an individual is largely dependent on the relation he shares with

his colleagues. It is important that individuals are friendly with their colleagues so that they
can discuss several issues with each other and come to a conclusion best suited to all. No
individual can perform alone. Tasks are accomplished at a much faster rate when the
workload is shared among all and each one contributes in his best possible way. Nothing
productive has ever come out of conflicts and disputes. They in turn lead to major rifts
among employees and create stress at the workplace. Why to unnecessarily spoil relations
with people? You never know when you might need the other person.
In this module, you will understand the personal scale of human relations that must take
consider in management, so there will be a harmonious relationship among colleagues that
will have a great impact on the productivity of the organization and on the effective and
efficient ways on achieving the shared goals.
III. Introduction
IV. Designing and implementing training programs is referred to as one of the most
V. pervasive and the most understood activity found in the field of human resource
VI. development. Human resource development is primarily concerned with learning,
generating
VII. awareness and acquisition of knowledge and information regarding various areas within
the
VIII. working environment. The task of design and implementation is crucial. The individuals
are
IX. required to take into consideration the measures and policies that are considered essential
for
X. the designing and implementation of training programs within the organizations.
Designing
20 | P A G E
XI. and implementation of training programs is not a one-time matter like constructing a
house,
XII. but it is a continuous process. Based on the response from the participants and from the
XIII. employers and trainers in terms of their performance within the organization and the
course
XIV. directors and the faculty determine lapses or shortcomings in the programme, they have
XV. designed and functioned. With the course of time, with the introduction of innovative
XVI. strategies, techniques and methods, training programs do undergo transformations
(Chapter
XVII. II, n.d.).
XVIII. The individuals need to put in diligence, resourcefulness and conscientiousness in the
XIX. designing and implementation process. Attempt needs to be made towards advancing, as
one
XX. moves on from creation of the training programme, as an effective tool to improve
XXI. knowledge, skills and desirable attitudes on the part of the employees, towards making
things
XXII. superior. In preparing the training design, it is essential to keep those factors in view that
have
XXIII. the potential of influencing the implementation of the program. It is fundamental to make
the
XXIV. program functional and beneficial to the individuals. The main areas that need to be taken
XXV. into consideration for the implementation of training programs are the content, design,
XXVI. genesis, nature, objectives and duration. The objective of planning is to ensure that
optimum
XXVII. results are obtained, as a result of efforts and participants are able to completely
benefit
XXVIII. (Chapter II, n.d.).
XXIX. Introduction
XXX. Designing and implementing training programs is referred to as one of the most
XXXI. pervasive and the most understood activity found in the field of human resource
XXXII. development. Human resource development is primarily concerned with learning,
generating
XXXIII. awareness and acquisition of knowledge and information regarding various areas
within the
XXXIV. working environment. The task of design and implementation is crucial. The
individuals are
XXXV. required to take into consideration the measures and policies that are considered
essential for
XXXVI. the designing and implementation of training programs within the organizations.
Designing
XXXVII. and implementation of training programs is not a one-time matter like
constructing a house,
XXXVIII. but it is a continuous process. Based on the response from the participants and
from the
XXXIX. employers and trainers in terms of their performance within the organization and
the course
21 | P A G E
XL. directors and the faculty determine lapses or shortcomings in the programme, they have
XLI. designed and functioned. With the course of time, with the introduction of innovative
XLII. strategies, techniques and methods, training programs do undergo transformations
(Chapter
XLIII. II, n.d.).
XLIV. The individuals need to put in diligence, resourcefulness and conscientiousness in the
XLV. designing and implementation process. Attempt needs to be made towards advancing, as
one
XLVI. moves on from creation of the training programme, as an effective tool to improve
XLVII.knowledge, skills and desirable attitudes on the part of the employees, towards making
things
XLVIII. superior. In preparing the training design, it is essential to keep those factors in
view that have
XLIX. the potential of influencing the implementation of the program. It is fundamental to make
the
L. program functional and beneficial to the individuals. The main areas that need to be taken
LI. into consideration for the implementation of training programs are the content, design,
LII. genesis, nature, objectives and duration. The objective of planning is to ensure that
optimum
LIII. results are obtained, as a result of efforts and participants are able to completely benefit
LIV. (Chapter II, n.d.).
III. Objective
1. Explain how attitudes and values; motivation; and habits, needs and wants to
affect the working environment in an organization.
2. Create a positive working environment in the workplace considering the
attitudes and values, motivation, habits, needs and wants as an individual
member in an organization.
3. Determine importance the attitudes and values and motivations of every member
of the organization.
IV. Learning Cell
o Attitude is a strong belief or feeling toward people, things and situations.
Attitude plays an important role in improving the relationship among the

individuals. Nothing is possible unless and until an individual has a positive attitude
towards life. You might have excellent communication skills, might be an intelligent
worker, but if you don’t have a positive attitude; you would definitely fail to create an
impression of yours.
22 | P A G E
 ABC Structure of Attitude
a. Affective component refers to the feelings/emotions about the attitude object.
b. Behavioral component refers to the way the attitude influences or how we act
or behave.
c. Cognitive component refers to a person’s belief/ knowledge about an attitude.
 Types of Work-Related Attitude
1. Job Satisfaction is an emotional state generated by evaluation or appraisal of
one’s job experiences
 What employees can do to increase job satisfaction?
1. Know yourself and your values
2. Consider what you receive
3. Be realistic
4. Don’t allow dissatisfaction to linger on
5. Look at career progress and consider possible career
 What employers can do to increase employee’s job satisfaction?
1. Create a higher calling among employee’s job
2. Set out development plans and training opportunities
3. Be clear on expectations and time management
4. Increase communication
5. Appreciate day-to-day efforts
2. Job Involvement is a psychological and emotional extent to which someone
participates in his/her work, profession, and company.
3. Organizational Commitment is the degree to which an employee identifies
with organization and its goals and wishes to maintain membership in the
organization
Refer to Figure 1.1 to simply discuss the different kinds of organizational
commitment.
23 | P A G E
Figure 1.1
 Effects of Positive Attitude

The following are the benefits of the positive attitude of the employees which
contributes to the success of the organization. These can be treated as attributes of
success of an organization
Increases productivity
Solves problems
Fosters teamwork
Improves quality
Makes congenial atmosphere
Breeds loyalty
Increases profits
Fosters better relationships with employer, employee & customers
Helps a person to become a contributing member
Makes for a pleasing personality
o Values is a belief, a mission, or a philosophy that is really meaningful to the company
 Types of Values
o Terminal Values are the desirable end-states of existence; the goals that a
person would like to achieve during his or her lifetime.
o Instrumental Values are the preferable modes of behavior or means of
achieving one’s terminal values.
 Importance of Values
 Values release energy because they motivate people.
 Values motivate people to work together collectively.
 Quality of performance on every job, every activity, and every act can
be accurately assessed.
o Motivation
24 | P A G E
Many theorists such as McGregor, Herzberg, Vroom and others have
developed their own employee motivation beliefs and concepts. The varied hypothesis
consists of behavioral models that state the most efficient, effective and inspiring
means of inciting self-motivation and high performance from employees.
o Human relations movement
The human relations movement originated from Dr. Elton Mayo's

Hawthorne studies. The movement stated that personal development and growth
as well as employee goal setting are essential to effective businesses. The
movement also emphasized the fact that affirmative motivation derived from
team goals and greater production resulted from encouragement and positive
reinforcement from employers.
o Theory X and Theory Y
Theory X and Theory Y were proposed by Douglas McGregor in his 1960

book, The Human Side of Enterprise. The two theories are opposing methods by
which supervisors perceive employee motivation. Theory X states that people
dislike work and need the constant threat of job loss and financial incentives to
work hard. These workers are irresponsible and need to be controlled. Theory Y
states that people are self-motivated, responsible, creative and need to work.
Theory Y has been adopted by more progressive management intellects that
follow Elton Mayo's human relations approach.
o Expectancy theory of motivation
Victor Vroom developed the expectancy theory of motivation. It is based

on outcomes. Vroom surmises that effort, performance and motivation must be
linked. He proposes three variables, valence, expectancy and instrumentality.
Expectancy is the thought process that increased effort will lead to better
25 | P A G E
performance. Instrumentality is the belief that you will be rewarded for hard
work, and valence is the significance an individual place on an outcome. Vroom's
theory is based on perceptions of equity or fairness in the workplace.
o Two factor hygiene and motivational theory
Frederick Herzberg stated that hygiene factors such as quality of

management, safety, status, relationships, company, working conditions and
company policies are necessary to keep employees satisfied. Motivational factors
like advancement, achievement, recognition, job interest and responsibility are
needed in order to motivate employees to a higher performance level.
V. Check-Up / Activities
A. Reflection
Direction: Answer briefly the following questions/imperative statements.
1. As an individual member of your organization, why is it important to have a positive

attitude in our working environment?
2. As a future educational manager/leader, why is it important to identify the motivation,

needs and wants of our subordinates?
3. As a future educational manager/leader, what do you think is the theory that will be
appropriate to have a high productive working environment among the theories that
have been discussed?
4. As a future educational manager/leader, how will you promote positive attitude and
highly motivated to your subordinate?
IV. Reference
https://humanresourcemanagementblog.blogspot.com/2008/02/attitude-and-organizational-
success.html?
m=1&fbclid=IwAR193HpHAgvEo6QFvMdsZFnsO62h7DYkxpQCxObNKTgQAXk
UuefTr9l_u8k
https://www.slideshare.net/OCTannerCompany/helping-employees-increase-job-satisfaction
26 | P A G E
https://wikispaces.psu.edu/display/PSYCH484/12.+Work+and+Organizational+Commitmen
t
https://humanresourcemanagementblog.blogspot.com/2008/02/attitude-and-organizational-
success.html?
m=1&fbclid=IwAR193HpHAgvEo6QFvMdsZFnsO62h7DYkxpQCxObNKTgQAXk
UuefTr9l_u8k
https://www.business.com/articles/human-relations-management-theory-key-terms/?
fbclid=IwAR0Jy6exG260VgPdyI2Rc4XCZ4CR3Rf1ZcMJD3FOdBtl2RpGK8eKiiLL
LW0
MODULE
Chapter No.: III
Chapter Title: HUMAN RELATIONS: THE PERSONAL SCALE

 Habits, Needs and Wants
 Self Esteem in Human Relations
I. Introduction
27 | P A G E
We may have technical skills to do our respective careers but without effective
human relation skills, it can hinder a positive working environment, and the success in
achieving the shared goals of the organization. Thus, it requires us to be aware of our
personal scale in terms of our habits, needs, wants and self-esteem that can affect one’s
performance at workplace.

G. Define Habits, Needs, Wants, and Self-esteem
H. Importance of Habits, Needs and Wants of every member in an organization
I. How one’s Self -esteem affect in an organization
III. Learning Cell
 Habits
Habits are powerful factors in our lives. They are consistent, often unconscious
patterns, they constantly, daily, express our character and produce our effectiveness.
Habits ca be learned and unlearned that involve a commitment. It is written on Covey's

belief that the way we see the world is entirely based on our own perceptions. In order to change
a given situation, we must change ourselves, and in order to change ourselves, we must be able
to change our perceptions.
Stephen Covey defined habit as an intersection of knowledge, skill and desire.
Knowledge is the theoretical paradigm, the what to do and the why. Skill is the how to
do. And desire is the motivation, the want to do. In order to make something a habit in our lives,
we must have all three.
28 | P A G E
We must allow ourselves to undergo paradigm shifts -- to change ourselves
fundamentally and not just alter our attitudes and behaviors on the surface level -- in order to
achieve true change.
That's where the seven habits of highly effective people come in:
1. Be Proactive
The first habit that Covey discusses is being proactive. What distinguishes us as humans
from all other animals is our inherent ability to examine our own character, to decide how to
view ourselves and our situations, and to control our own effectiveness.
In order to be effective, one must be proactive. Reactive people take a passive stance --
they believe the world is happening to them. They think the problem is "out there" -- but that
thought is the problem. Reactivity becomes a self-fulfilling prophecy, and reactive people
feel increasingly victimized and out of control.
Proactive people, however, recognize they have responsibility -- or "response-ability,"

which Covey defines as the ability to choose how you will respond to a given stimulus or
situation.
2. Begin with the End in Mind
Start with a clear destination in mind. Covey says we can use our imagination to develop
a vision of what we want to become and use our conscience to decide what values will guide
us.
29 | P A G E
In everything we do, we should begin with the end in mind. Start with a clear destination.
That way, we can make sure the steps we're taking are in the right direction.
3. Put First Things First
In order to manage ourselves effectively, we must put first things first. We must have the
discipline to prioritize our day-to-day actions based on what is most important, not what is
most urgent.
To maintain the discipline and the focus to stay on track toward our goals, we need to
have the willpower to do something when we don't want to do it. We need to act according to
our values rather than our desires or impulses at any given moment.
4. Think Win-Win
To establish effective interdependent relationships, we must commit to creating Win-Win
situations that are mutually beneficial and satisfying to each party.
5. Seek First to Understand, Then to Be Understood
Before we can offer advice, suggest solutions, or effectively interact with another person
in any way, we must seek to deeply understand them and their perspective through empathic
listening.
6. Synergize
By understanding and valuing the differences in another person's perspective, we can
create synergy, which allows us to uncover new possibilities through openness and creativity.
Synergy allows us to create new alternatives and open new possibilities. It allows us as a
group to collectively agree to ditch the old scripts and write new ones.
Synergy allows you to:
Value the differences in other people to expand your perspective
Sidestep negative energy and look for the good in others
Exercise courage in interdependent situations to be open and encourage others to be open
30 | P A G E
Catalyze creativity and find a solution that will be better for everyone by looking for a
third alternative
7. Sharpen the Saw
To be effective, we must devote the time to renewing ourselves physically, spiritually,
mentally, and socially. Continuous renewal allows us to synergistically increase our ability to
practice each habit.
Renewing our social and emotional dimension helps us practice Habits 4, 5, and 6 by
recognizing that Win-Win solutions do exist, seeking to understand others, and finding
mutually beneficial third alternatives through synergy.
 Needs and Wants
Often, we are conditioned to think that our wants are our needs. Wants
can be seen as pathways in meeting our needs.
Want — have a desire to possess or do (something); wish for.
Need — require (something) because it is essential or very important rather than
just desirable.
The distinction centers on one quality — “essential”
31 | P A G E
Elton Mayo determined in the development of Human Relations Theory that
people have many needs, both on and off the job. The individual must take responsibility
for satisfying these needs to assure that good human relations are maintained.
Needs are divided into two categories:
Primary needs are required to sustain life. These include food, water, air sleep and
shelter for individual survival. Reproduction for survival of societal group. These can
easily understand why and how they affect a person’s behavior.
Secondary needs are psychological and an are far more complex. These needs are not
identical for everyone, and neither is the value or priority placed on satisfying them such
as the need for security, affiliation or love, respect and autonomy.
Maslow’s Hierarchy of Needs
32 | P A G E
Maslow’s theory can be applied to the modern working environment and what
importance it can have for the motivation and satisfaction of an employee.
The hierarchy is important as, from a motivational perspective, it acts as a ladder.

Individuals must have fully met their needs at their current level within the pyramid, before they
are motivated by achieving the needs of the next level up.
From a work perspective, Maslow’s hierarchy of needs is most used as a personal

development and self-reflection tool. The model is delivered through training or facilitation to
individuals who then reflect on it and use their thoughts to inform things like their development
or career plans. It can be helpful as a direction setting tool for improving satisfaction. Employers
can use the model as a tool to use in coaching the individuals within their team.
For an employee having a stable job, salary, convenient workplace and positive working
environment are some of the factors in satisfying their needs and can make them driven
/motivated in their field. The responsibility of employers to provide a workplace environment
that encourages employees to fulfill their own potential is relevant.
 Self-esteem in Human Relations
The importance of self-esteem as guiding force in our lives cannot be overstated. Self-
esteem includes our feeling about adequacy in life.
Self-esteem is how we value ourselves; it is how we perceive our value to the world and
how valuable we think we are to others. Self-esteem affects our trust in others, our relationships,
our work – nearly every part of our lives.
Positive self-esteem gives us the strength and flexibility to take charge of our lives and
grow from our mistakes without the fear of rejection.
33 | P A G E
High Self-esteem
• manage their emotions
• rarely take things personally
• accept other people as unique and talented
• productive personalities
Low Self-esteem
• participate in self-destructive behaviors
• poor human relationship skills
• rely on others’ opinions to establish inner self-worth
Having higher self-esteem and higher self-confidence can improve our projection,

meaning we can better accept criticism, learn from our mistakes, and communicate more
effectively. This can result in better human relations at work and, ultimately, higher productivity
and higher profitability.
IV. Evaluation
o How habits can affect relationship within our working environment?

o What are the things that we considered as WANTS in our workplace?
o Does a “want” ever becomes a “need”?
o How can oneself boost his/her self-esteem?
V. References
34 | P A G E
https://blog.hubspot.com/sales/habits-of-highly-effective-people
https://books.google.com.ph/books/human relations/ habits
https://books.google.com.ph/books?
id=Ees7AAAAQBAJ&pg=PA67&dq=needs+in+human+relations&hl=en&sa=X&ve
d=2ahUKEwjqmLqZqKLtAhUzyosBHSg2DWwQ6AEwAnoECAkQAg#v=onepage
&q=needs%20in%20human%20relations&f=false
https://worldofwork.io/2019/02/maslows-hierarchy-of-needs/
https://medium.com/indian-thoughts/wants-vs-needs-understanding-ourselves-better-
96a2c35fbc23
MODULE
Chapter No.: III
Chapter Title: HUMAN RELATIONS: THE PERSONAL SCALE
Chapter Outline:
 Self-awareness and Self-disclosure
I. Introduction
35 | P A G E
• Define and explain self-awareness and self-disclosure
• Importance of self-awareness and self-disclosure in human relations
III. Learning Cell
 Self-disclosure
Sydney Jourard is the first psychologist who wrote extensively about self-
disclosure. It is the process of telling another person to oneself, honestly sharing thoughts
and feelings that may be very personal or private.
Benefits gained from self-disclosure

 Increase accuracy in communication
 Reduction of stress
 Stronger relationships
 Increased authenticity
 Increased self-awareness
An organization that does not let employees to voice out their feelings is often
weakening the communication process. Self-disclosure can lead to an open and
supportive environment in the workplace. In can improve interpersonal communication,
resolve conflict and strengthen interpersonal relationships. It is letting another person to
know what you think, feel or want. It is one of the important ways you let yourself be
known by others.
36 | P A G E
Our relationship with others is influenced by two communication process over
which we have control. We can consciously try to self-disclose our thoughts, ideas, and
feelings when such action would improve the relationship. And we can also act to
increase the amount of feedback from others.
Self-disclosure plays a key role in forming strong relationships. It can

make people feel closer, understand one another better, and cooperate more effectively.
Emotional rather than factual disclosures are particularly important for boosting empathy
and building trust of oneself.
 Self-awareness
According to Goleman, author of best-selling book Emotional Intelligence, IQ
accounts for only 20 percent of a person’s success in life. The rest you can credit to
“emotional intelligence”.
Deficit in self-awareness can be damaging to one’s personal relationships and
career.
Enables us to stand apart and examine the way we “see” ourselves, as well as to
see other people.
(The Seven Habits of Highly Effective People)
37 | P A G E
It is an understanding of ourselves and how our behavior influence others.
The Johari window is one tool that can help us determine how we see ourselves
and how others see us. This can serve as a good starting point and self-assessment tool to
help us become better at human relations.
The Johari window was created in 1955 by Josephy Luft and Harry Ingham.
When it was created, the researchers gave people fifty-six adjectives they could use to
describe themselves. The subjects picked five or six adjectives and then had someone
who knew them well pick six for that person as well. Then, the adjectives were placed in
the appropriate place in the grid. The grid consists of four windows.
The first window is the open area. In this area, these are things that someone
knows about themselves and others see in them too.
The second window is the blind area. In the blind area, the person does not know
it about themselves, but others see it in them.
In the hidden area, the person knows this about her- or himself, but others are not
aware of it.
In the unknown area, neither person knows what exists there. Through time and as
we change and grow, we may have more self-awareness and aspects of ourselves once in
the unknown area may go into one of the other windows.
THE JOHARI WINDOW
38 | P A G E
When people develop self-awareness, they consequently develop the ability to identify,
harness and manage their emotions. By giving people firmer reins over their emotions, self-
awareness can alter the direction and interpretation of their thoughts and, consequently, their
behavior. It allows people to see where they are going and empowers them to make the
appropriate changes.
Self-aware people can change their behavior to conform to a situation. People who have
developed self-awareness tend to set meaningful goals and focus on the steps required to achieve
that goal. They are acutely mindful of the repercussions of their interrelationships with co-
workers and systems in the organization.
IV. Evaluation
How self-disclosure and Self-esteem affect an individual’s performance at

workplace?
V. References
https://2012books.lardbucket.org/books/beginning-human-relations/s05-04-human-
relations-self-esteem-an.html#:~:text=Self%2Desteem%20is%20defined%20as,carry
%20out%20a%20specific%20task.
39 | P A G E
https://books.google.com.ph/books?
id=eC0oCgAAQBAJ&pg=PA15&dq=self+awareness+in+human+relations&hl=en&
sa=X&ved=2ahUKEwj4oIWM3KLtAhVPZt4KHcbZDsoQ6AEwAHoECAQQAg#v
=onepage&q=self%20awareness%20in%20human%20relations&f=false
https://books.google.com.ph/books?id=JANokq-
wOcsC&printsec=frontcover&dq=self+awareness&hl=en&sa=X&ved=2ahUKEwiv3
LDh2qLtAhWPMd4KHcAAB5wQ6AEwBHoECAEQAg#v=onepage&q=self
%20awareness&f=false
https://www.timesheets.com/blog/2014/07/self-awareness-maximum-
productivity/#:~:text=When%20people%20develop%20self%2Dawareness,and%2C
%20consequently%2C%20their%20behavior.

GRADUATE SCHOOL
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Motivating Environment: It’s Interrelationships

F. Organization: Structure, People and Technology
G. Neo-Classical Theories/ Human Relation Advocates
o Theories and Practices
o Mayo, Homan, McGregor, Argyris, Herzberg, Likert, Lewin, etc.
H. Socio-civic, Religious Environment
I. Issues, Concerns, and Challenges
40 | P A G E
Submitted by:
GABRIEL, ROSE ANN C.
DATUIN, FRANCES Q.
CUNANAN, THERESA G.
LUGUE, ELMAR D.
MAEd-EDMA
Submitted to:

Professor, CTE
ROSE ANN C. GABRIEL
MODULE
Chapter No.: IV
Chapter Title: MOTIVATING ENVIRONMENT: IT’S INTERRELATIONSHIP

 Organization: Structure, People and Technology
I. Introduction
Motivation in life is the reason for our actions, willingness, and goal. Work
environment is also one big motivation in keeping us on our momentum towards our
satisfaction.
41 | P A G E
J. To definemotivation
K. To discuss the definition of motivating environment
L. To impart ideas on how to create motivating environment
M. To share and apply one’sexperience about motivation at work.
III. Discussion
G. Preparatory Activity
Asking question
“What is your motivation in your chosen profession?”
H. Developmental Activities
(Discuss the threecomponent of motivation.)
INTENSITY-Refers to how hard a person tries to achieve his or her goal
DIRECTION-refers to the area to which an individual focuses his efforts

and the quality of those focused efforts
PERSISTENCE-The amount of time an individual can maintain the

effort to achieve a goal
o MOTIVATION- It is a state of mind where the individual determines the level of

DESIRE, INTEREST and ENERGY that will translate into action
o Motivating People at Work - Employees who understand that their effort yields
good performance and outcome will be motivated.
o There are three components of motivating people at work
 Effort- “Will more hard work achieve this goal?”
 Performance- “Will the outcome/reward actually be delivered as
promised?”
 Outcome- “Is this reward worth the work?”
42 | P A G E
 Motivating Environment
o Provides clear direction so that employees know what is expected of them
o It drives and excite employees, which results in their maximum contribution
 Two Kinds of Motivation
o INTRINSIC MOTIVATION - is when you engage in behaviour because you
find it rewarding. You are performing an activity for its own sake rather than
from the desire for some external reward. The behaviour itself is its own reward.
o EXTRINSIC MOTIVATION -is when we are motivated to perform behaviour
or engage in an activity because we want to earn a reward or avoid punishment.
You will engage in behaviour not because you enjoy it or because you find it
satisfying, but because you expect to get something in return or avoid something
unpleasant.
 Ways to create motivating environment

1. Motivation comes from caring, not scaring
 When employees feels that their administrators care about them, they are
more cooperative, enthusiastic and committed to their work
o Employee motivation grows and blossoms in right environment
 When employees feel nurtured, appreciated, acknowledge, and respected,
they’ll give 100% of their time, effort and commitment in return
o Make work fun
 Having fun is a basic human need, and when it’s met in the workplace,
productivity goes up
o Foster an ongoing commitment
 As they achieve something they want or value, they then seek to achieve
more of the same
 If motivation is not kept on your managerial, you’ll see the fires in your
employee slowly die out
 12 Ways To Motivate Your Employees
1. Create friendly work environment
43 | P A G E
 Your employees spend a large amount of time of their lives working in
the office. So try to make the office look as friendly and appealing as
possible.
 When you create a pleasant atmosphere where it is welcoming and
comfortable, your employees will be more than eager to go to work
every day.
2. Acknowledge employees’ achievement
 Everyone wants to be recognised for something they have done;
regardless if it was for a work or personal achievement. The
acknowledgement of a job well done coming from upper management
will mean more to an employee than you think. Always remember to
give credit when credit is due.
3. Positive communication is the key
 Everyone communicates at work and it is probably the easiest thing you
can do with your employee. Yet it can also be the most difficult. Spend a
short period of time each day to have a word with your employees;
discussing things from concerns to ideas.
4. Encourage friendly competition
 A little competition among the employees would not hurt. A competitive
environment is a productive environment. Encourage employees to
participate in competitions or challenges as it is healthy and may actually
lead to increased camaraderie.
 Friendly competition amongst teams helps with employee engagement
and employee participation.
5. Have a meaningful and worthwhile goal
 Managers should ensure that the company has a vision and plan at a
corporate and individual level. Employees who have a path set before
them that may lead to promotion can work towards a goal. Achievable
goals are very helpful as it gives employees the drive to work harder
without being asked
6. Create a career path
 When employees have an idea of what is provided or what the incentives
are, they become further motivated. This will lead to increased
commitment towards their employer. The members of your team will be
more valuable to your organisation, and to themselves, when they have
opportunities to learn new skills.
7. Encourage creativity
 As a leader, employees are going to look to you to set an example for the
rest of the group. Leaders tend to be setting a tone and values for the
company. By doing so, it could have a meaningful effect on the
mentality of the employees. If leaders set an example of positive
thinking, employees will follow and the entire work culture will become
more motivating.
8. Encourage teamwork
44 | P A G E
 Creativity does not have to be based on the work that the employees are
doing. It could be simple task like giving ideas on the next company
retreat or team building exercises.
9. Welcome all ideas
 Try to remove any bureaucracy and hierarchy within the company and
create an ‘openness’ to new ideas at any level and working together as a
team keeps employees motivated.
10. Don’t let employees become bored
 Some employees have a short attention span. Host a cupcake bake-off,
plan a happy hour every Friday, have company lunches together in the
office on alternate Wednesdays or allow a different person to run the
weekly meetings to break up the dreariness.
11. Welcome all ideas
 Everyone is unique and unpredictable and each with individual desires
and some with complicated ideas. Remember not to shunt away ideas or
suggestions no matter how silly or meaningless they may sound.
 No single strategy can ever hope to please all of your workers all at once.
A tiny silly idea could be brainstormed into something brilliant sooner or
later.
12. Rewarding employees
 There will be times when it takes more than just a pat on the back. Try
giving simple incentives when rewarding engaged employees.
 It does not have to be monetary rewards all the time; simple things like a
week of having a personal parking spot at the office would be sufficient.
Rewarding employees could also be a part of the company benefits.
I. Closure Activity
IV. Evaluation
Why does motivation important in establishing motivating work
environment?
V. References
a. https://www.google.com/search?
q=12+ways+to+motivate+employees&oq=12&aqs=chrome.0.69i59j69i57j69i60l
3.1563j0j15&sourceid=chrome&ie=UTF-
b. https://inside.6q.io/how-to-motivate-your-employees-in-12-easy-steps/
c. https://www.google.com/search?
ei=Pbm9X4tmktbSBPjElqAB&q=intrinsic+and+extrinsic+motivation&oq=intrin
&gs_lcp=CgZwc3ktYWIQARgGMgoIABCxAxDJAxBDMgUIABCRAjIHCAA
45 | P A G E
QsQMQQzIHCAAQsQMQQzIECAAQQzIHCAAQsQMQQzIECAAQQzIHCA
AQsQMQQzIKCAAQsQMQgwEQQzIKCAAQsQMQgwEQQzoICAAQyQMQk
QI6CAgAELEDEIMBOggILhCxAxCDAToFCAAQsQM6BAguEEM6DgguELE
DEIMBEMcBEK8BUMGAAVjKpAFg5rkBaAFwAHgAgAG_AYgBwQmSAQ
MwLjeYAQCgAQGqAQdnd3Mtd2l6wAEB&sclient=psy-ab
d. https://www.google.com/search?
ei=wbu9X_e5EMeGr7wPw4qBoAI&q=motivation+definition&oq=motivatio&gs
_lcp=CgZwc3ktYWIQARgGMgoIABCxAxDJAxBDMgoIABCxAxCDARBDM
gQIABBDMgQIABBDMgcILhCxAxBDMgQIABBDMgoIABCxAxCDARBDM
gQIABBDMgIIADIHCAAQsQMQQzoHCAAQyQMQQzoECC4QQzoICC4QsQ
MQgwFQpYwCWJGiAmD1wAJoAHAAeACAAdQBiAGgC5IBBTAuNy4ymA
EAoAEBqgEHZ3dzLXdpesABAQ&sclient=psy-ab
46 | P A G E
FRANCES Q. DATUIN
MODULE
Chapter No.: IV
Chapter Title: MOTIVATING ENVIRONMENT: ITS INTERRELATIONSHIP
Chapter Outline: Neo- Classical Theories/ Human Relation Advocates
I. Introduction
Every human being has several needs and desires. But no individual can satisfy all his wants.
Therefore, people work together to meet their mutual needs which they cannot fulfil individually.
Moreover, man is a social being as he likes to live together with other people. It is by working
and living together in organised groups and institutions that people satisfy their economic and
social needs. As a result there are several types of groups, eg., family, school, government, army,
a business firm, a cricket team and the like. Such formal groups can achieve their goals
effectively only when the efforts of the people working in these groups are properly coordinated
and controlled. The task of getting results through others by coordinating their efforts is known
as management. Just as the mind coordinates and regulates all the activities of a person,
management coordinates and regulates the activities of various members of an organisation.
Neo-classical School of Management is a Behavioral School that has a logical extension of the
Human Resource School.
They are largely concerned with motivation of workers. Workers are diverse in their needs and
want challenging work, participative decision-making, self-direction and control. Managers must
help workers deal with situational constraints and social aspects of organizational and
environmental changes.

A. Define Neo-Classical Management
B. Distinguish the theories in Neo-classical Management
47 | P A G E
C. Identify the proponents in Neo-classical Management
D. Compare the different theories in Neo-classical Management
III. Discussion
A. Preparatory Activity:
GAME: (UNSCRAMBLE THE LETTERS!)
Proponents of NEO-CLASSICAL MANAGEMENT SCHOOL
1. Mary Parker Follet 1925, The Psychological Foundations of Business Administration
Pioneered the notion of participative leadership.
Suggests that organizations are communities involving networks of groups. Workers and
managers equally share power and responsibility for decision making and therefore, their
outcomes.
She introduces many contemporary concepts such as leadership, motivation and empowerment.
2. The Hawthorne Effect on Hawthorne Study
• Productivity increases when workers believe that they are being observed closely.
• Employees perform better when managers and co-workers make them feel valued.
• Financial rewards are not necessarily conducive to increasing worker productivity.
• Workers care about self-fulfillment, autonomy, empowerment, social status and personal
relationships with co-workers.
48 | P A G E
3. Human Relations Theory of Management
• Elton Mayo 1933 (“The Human Problems of an Industrial Civilization”)
• Fritz Roethlisberger 1939 (“Management and the Worker”)
 People are social beings, motivated by social needs. A sense of identity is derived from
inter-personal relationships.
 Workers are more receptive to social forces of peer groups than monetary incentives and
management controls.
 Workers respond positively to attention from management, co- workers and customers.
 The psychological needs of individuals significantly impact group performance.
4. Chester Barnard, 1938 , (The Functions of the Executive)
Proposes the acceptance theory of authority, that organizational goals will be achieved and
managerial authority will be accepted if workers believe that their individual needs are being
met.
5. Abraham Maslow , Hierarchy of Needs
Maslow's hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his

1943 paper "A Theory of Human Motivation" in Psychological Review.[2] Maslow subsequently
extended the idea to include his observations of humans' innate curiosity. His theories parallel
many other theories of human developmental psychology, some of which focus on describing the
stages of growth in humans. Maslow used the terms "physiological", "safety", "belongingness"
and "love", "esteem", "self-actualization", and "self-transcendence" to describe the pattern that
human motivations generally move through.
Maslow studied what he called exemplary people such as Albert Einstein, Jane Addams, Eleanor
Roosevelt, and Frederick Douglass rather than mentally ill or neurotic people, writing that "the
study of crippled, stunted, immature, and unhealthy specimens can yield only a cripple
psychology and a cripple philosophy”. Maslow studied the healthiest 1% of the college student
population.
49 | P A G E
Maslow's theory was fully expressed in his 1954 book Motivation and Personality. The hierarchy
remains a very popular framework in sociology research, management training and secondary
and higher psychology instruction.
6. Douglas McGregor,1960 , “Human side of Enterprise”
'Theory X' and 'Theory Y' are theories of human motivation and management. They were created
and developed by Douglas McGregor at the MIT Sloan School of Management in the 1960s.
These theories describe two contrasting models of workforce motivation applied by managers in
human resource management, organizational behavior, organizational communication and
organizational development.
According to the models, the two opposing sets of general assumptions of how workers are
motivated form the basis for two different managerial styles. Theory X stresses the importance of
strict supervision, external rewards, and penalties: in contrast, Theory Y highlights the
motivating role of job satisfaction and encourages workers to approach tasks without direct
supervision.
Theory X Managers:
• Workers must be coerced and controlled to work towards organizational goals.
• Workers are inherently lazy, lack ambition and prefer to be directed rather than take
responsibilities.
• Workers are self-centered and only care about themselves, not the organization.
• Workers dislike change and will resist it at all cost.
Theory Y Managers:
• Workers encouraged to develop their full potential will work towards achieving
organizational goals.
50 | P A G E
• With appropriate incentives and support, workers will seek out and fulfill responsibilities
on their own.
• Workers will apply their ingenuity, creativity and hard work to meet organizational goals.
• Caution: Self-Fulfilling Prophecy Workers behave as expected by managers due to the

manager’s own behavior and actions.
C. Closure Activity
Sharing of ideas/ insights.
IV. Evaluation
Would these theories help in managing the school as a future school head?
Why or Why not?
V. References:
https://en.wikipedia.org/wiki/Neoclassical_economics#:~:text=For%20example
%2C%20profit%20maximization%20lies,of%20the%20factors%20of
%20production.
https://en.wikipedia.org/wiki/Hawthorne_effect
https://www.toolshero.com/leadership/likert-management-system/#:~:text=The
%20Likert%20Management%20System%20is,and%20subordinates%20in
%20industrial%20environments.
https://expertprogrammanagement.com/2018/04/herzbergs-two-factor-theory/
https://www.simplypsychology.org/maslow.html
51 | P A G E
TERESA G. CUNANAN
MODULE
Chapter No.: IV
Chapter Title: MOTIVATING ENVIRONMENT: IT’S INTERRELATIONSHIP
 Socio-Civic, Social and Civic Responsibility Defined

 Religious Identity Defined
 Civic Duties Identified
 Ways to Foster Socio-Civic and Religious Environment
I. Introduction
A motivating work environment provides clear direction so that employees know

what is expected of them. Hand-in-hand with clear direction, employees should have
goals that fit within the company's strategic framework.

N. To define socio civic and religious environment of human relations
O. To define social responsibility and civic responsibility
P. To define religious identity
Q. To discuss the civic duties of Filipino citizen
R. To identify ways to foster social and civic responsibility
S. To identify ways to foster compatibility between religious and occupational
identity
III. Discussion
J. Preparatory Activity
The class will answer the warm-up questions:
52 | P A G E
 Do you know your social and civic responsibilities?
 Does your company or organization honor your religious identity?
K. Developmental Activities
v Discuss the Definition of Socio Civic, Social Responsibility, and Civic

Responsibility
 Socio Civic - It is comprised of actions and attitudes associated with democratic

governance and social participation.
 Civic Responsibility is defined as the "responsibility of a citizen." (Dictionary.com)
 Civic responsibility can include participation in government, church, volunteers and

memberships of voluntary associations. Actions of civic responsibility can be displayed in
advocacy for various causes, such as political, economic, civil, environmental or quality of
life issues. The Socio Civic Environment allows the organization and its people to perform
their civic responsibility. Civic Responsibility dates to ancient Rome whose citizens
wanted to contribute to Roman society. Civic Responsibility was officially sanctioned as a
blueprint for democracy in 1787 by the ratification of the United States Constitution. Due
to civic responsibility, citizenship was understood in terms of the labors of ordinary people
who created goods and undertook projects to benefit the public.
 The importance of civic responsibility is paramount to the success of democracy and

philanthropy. By engaging in civic responsibility, citizens ensure and uphold certain
53 | P A G E
democratic values . These values or duties include justice, freedom, equality, diversity,
authority, privacy, due process, property, participation, truth, to name a few.

DEMOCRATIC VALUES
 There is considerable overlap between social and civic responsibility. Both concepts
require the development and use of important skills. These concepts are rooted in concern
for the common good and in a desire to improve situations for communities and fellow
citizens. Both are grounded in the embrace of human dignity and in the belief that
individuals can make a difference.
 Broadly speaking, what is being described as social responsibility is the ability to identify
something that can be done to make things better in the community and then to act on that
realization. A multitude of nonprofit organizations such as religious charities, public
schools, universities, nonprofit and public hospitals, and other public benefit organizations
operate with missions directed at enhancing the common good. People in these
organizations may see themselves engaged in social responsibility and social capital
formation by virtue of their employment in or volunteer contributions to organizations of
this type.
 Related to social responsibility is the concept of civic responsibility. Civic responsibility

has the same goals as social responsibility—to address problems in society and advance the
common good. Civic responsibility includes the fundamental responsibility to citizenship
in a free society: voting in elections for the public officials who make decisions on our
behalf. In addition, efforts to influence political decisions, such as writing letters to elected
representatives are also examples of exercising civic responsibility. Lobbying lawmakers,
working on petitions, working on political campaigns and initiatives, and other forms of
political activism are among the ways in which people exercise their civic responsibility.
 Social responsibility and civic responsibility are concepts that refer broadly to accepting
responsibility for improving our communities and acting for the common good. People and
54 | P A G E
organizations assume this responsibility in recognition of the reality that conditions beyond
the immediate domain of the organization (whether it is a corporation, small business,
government agency, or nonprofit) are important and merit attention and care. Assuming
such responsibilities may also foster the development of mechanisms to meet the
challenges of local communities as well as the world. By all accounts, the organizations
with their people and the world face increasingly urgent challenges.
v The Civic Duties of Filipino Citizens
 What are the civic duties of every Filipino citizen to maintain and support a strong
Republic? To insure good governance, development and justice in our country? To answer
these questions, let us touch on our civic duties as citizens.
1. To seek the truth and to stick to the truth:

- There can be no good governance without the truth. A government policy that
allows suppression of the truth breeds suspicion of governmental acts, and destroys
public trust in government itself.
2. To participate in the governance of the country:

- At the minimum, this duty means voting in every election, and voting only those
you can trust to run the government honestly and efficiently. About twenty-five
percent of our electorate do not vote largely because of apathy- a neglect or refusal
to participate in the governance of our country. This 25% is more than enough to
change the outcome of any election.
3. To oppose oppressive or corrupt acts of those who hold public office:

- Public office is a public trust. If that trust is breached, the citizenry must demand an
accounting because history has shown that only a vigilant citizenry can prevent
abuse of public trust. An abuse of public trust that goes unchecked will repeat itself,
and will become widespread and even more vicious.
4. To respect the fundamental rights of his/her fellow citizens:

- We live in a pluralistic society of different religions, traditions and ethnic origins.
We can only survive if we live in harmony with our fellow citizens. As technology
shrinks our 7,100 islands, and as a growing population consumes more of our
diminishing resources, there will be greater competition not only among Filipinos
in general, but also among Filipinos of different backgrounds. We need to be more
tolerant than ever of those who do not share our own background or world-view.
5. To be fair in all his/her dealings with others:

- Whether you work in the public or private sector, you ultimately serve as trustees-
trustees of the public, and trustees of the stockholders or members you serve. Never
abuse such trust. The root of the problem in the government and corporate world
today is abuse of trust motivated by greed. Such abuse of trust has caused untold
misery to taxpayers who continue to suffer from lack of basic services. Such abuse
of trust has impoverished ordinary investors, like retired schoolteachers, who have
55 | P A G E
lost their lifetime savings. It boils down to a failure by those who hold public or
private office to exercise the civic duty to act with fairness in all their actions.
6. To leave his/her country a better place than he/she found it:

- Our country was built on the blood, toil, tears and sweat of every generation of
Filipinos that lived in this country. A country does not develop in just one
generation. A sustained development over several generations is required to lay the
foundation for a country to take off. The development of our country broke down
during the martial law years. In the same period, the GDP of our neighboring
countries rapidly increased, and this accounts in part for how far they have
developed, and how far we have lagged behind, today. It is your civic duty to insure
that the country keeps on developing in your generation.
v Fostering Social and Civic Responsibility

 Organizations foster civic and social responsibility in a number of ways. They allow
employees to take time off to vote in elections for public officials without penalty.
Corporations often establish a foundation to fund local projects. Given the need to enhance
human intellectual capital required to face the challenges of the future, every organization
might consider creating a dynamic learning environment at every level of the organization
to enhance social and civic responsibility. Some ideas for such environment include the
following:
1. Determine to embrace cross-sector knowledge and skills. Value and recognize managers
and employees who bring learning from another sector to their work. Have these
managers and employees share their experiences with other employees.
2. If working for a government agency, resolve to abandon all antigovernment rhetoric and
ideology. If working for a business firm, resolve to abandon all antibusiness rhetoric and
ideology.
3. Deliberately recognize the urgent need to use the capacity, expertise, and knowledge
from all sectors to examine critical issues.
4. Develop a multisector mindset by helping managers and employees pair up with

managers and employees in another sector organization.
5. Invite people from other sector organizations/or faculty from local colleges and
universities to conduct a series of discussions on cross-sector learning. Partner with a
local college or university to develop an enhancing human intellectual program.
6. Do not confine talk at the office to workplace issues. Look for issues facing the world
and instigate discussions of those issues. Establish a series of events for debating issues
and acknowledging the strengths of all sides of public issues affecting the world.
56 | P A G E
7. Encourage and fund learning by employees at every level. Encourage interest in and
knowledge of international, national, and public affairs by making key publications
available in offices and encouraging employees to read and discuss them.
v Service Activities that Address Community Needs
 Because there is such a range of opportunities for fostering civic responsibility, here is a
list of service activities that address community needs:
1) Provide dental health or nutrition screenings at local schools or family shelters;

2) Provide fire safety instruction for local schools;
3) Create and produce informational videos for nonprofit agencies;
4) Teach senior citizens or low-income families computer literacy skills;
5) Assist local facility with caring for stray animals;
6) Start an after-school programs for teenagers;
7) Restore damaged lands and creek banks to reduce water pollution and erosion; and
8) Form sports partnerships with juveniles in local correctional facilities.
 These service learning activities are compatible with the broader goal of developing the
knowledge, skills, attitudes, and behaviors necessary to become engaged citizens.
v Discuss the Definition of Religious Identity
 Religious identity derives from a sense of affiliation with a religious group and
incorporates the beliefs, values, and practices of that group. Religious identity is tied to an
array of important workplace outcomes. It can inform and enhance an individual’s
workplace decisions and contributions when there is a clear connection between
occupational and religious values and behaviors.
 Identity is core to diversity in the workplace reflecting fundamental social differences

among people. Workplace diversity entails more than visible or surface‐level diversity
(e.g., age or ethnicity), but also the deep‐level diversity associated with sexual orientation,
class, or, indeed, religion.
 Although some religious identities can be invisible to coworkers, others have visible
signifiers, such as the wearing of a hijab, kippah, or turban by some Muslim women,
Jewish men, and Sikh men, respectively. Visible signifiers became concerns in diversity
57 | P A G E
policy during the mid‐1980s with the changing composition of the workforce, and continue
to be important to diversity policy today. Current norms in workplace policy tend to focus
on religious accommodation, such as allowance of prayer time and time off for religious
observance, but may not necessarily address how religious and occupational identities
interact.
v How Do Religious and Occupational Identities Interact?
 Three key features appear to influence how religious identities interact with an individual's
work setting and occupation, and in doing so shape whether and how individuals express
their religious identities at work.
 The key features (a) the individual's personal preferences, (b) the opportunities the work
role provides to express that identity, such as the support from the larger organization, and
(c) the characteristics of the worker's specific religious belief system.
A. Personal Preferences - Individuals differ in their personal preferences regarding the

integration of nonwork roles into the workplace. These preferences are influenced by
prior experiences, norms for religious expression, and the strength of religious
identification. People for whom religious identity is salient tend to prefer to express that
identity at work.
B. Opportunity to Express Religious Identity - The opportunity to express religious identity

in a work role affects whether and how a person does so. Opportunities and barriers arise
from organizational features such as culture, policy (e.g., codes of conduct), and
practices and from positional features such as the individual's role expectations, job
status, and local leadership influences. Service roles and their inherent emotional labor
can be particularly facilitated by religious identity.
C. A Religion's System of Beliefs, Norms, and Values - The system of beliefs, norms, and
values associated with a religious identity also contributes to its interaction with the
workplace. Religions have strong meaning systems with cognitive, motivational, and
affective components. They are attached to specific norms, values, and behaviors that
influence how an individual enacts a religious identity at work. Thus, the specific religion
that individuals espouse can affect their ability and motivation to enact it at work. The
emphasis on “tikkun olam” (healing or repairing the world) in Judaism could motivate a
Jew to engage in work that advances social justice or pursue opportunities for such action
in the workplace, while an emphasis on “love one another” could motivate a Christian to
display substantial empathy in counseling clients and patients. Similarly, the attitude of
some conservative Christians toward sexual minorities may create adverse reactions to
gay and lesbian clients.
58 | P A G E
v Fostering Compatibility Between Religious and Occupational Identity
 Religious identity is an inherent facet of workforce diversity, one that organizations and
managers should be prepared to address. Organizations differ in the ways in which staff
can express their religious identity, depending on the nature of their work and
clientele. Nonetheless, Human Resource plays an important role in making clear the value
of tolerance and respect for clients, customers and coworkers. Modeling tolerance and
respect is an important effect of well‐supported Human Resource practice. The following
are advice for practice to inform successful integration of religious identity at work and
address potential conflicts and concerns:
1) Adopting a balanced approach informed by law - Employers have a duty to

accommodate religious beliefs. Anti-Discrimination Laws protect beliefs and practices
associated with organized religions. In most Western legal systems (e.g., the United
States, United Kingdom, and European Union), employers have a duty to accommodate
employee religious beliefs except where undue hardships arise.In general, religious anti‐
discrimination laws are not limited to protecting beliefs or practices associated with
organized religions. However, beliefs must be genuine in order to be protected and
religious affiliation often serves as an indicator of whether beliefs are “deeply held.” As
the workforce becomes more diverse, employers need to be aware of differences in
religious practice but also to understand their legal obligations to accommodate it.
2) Respectful pluralism to integrate religious identity at work – Respectful pluralism

means resisting favoring one religion while accepting the right to religious expression in
the workplace. Importantly, it advocates that religious expression co‐occurs with respect
for the dignity of all organizational members, whether they have religious values or not.
Dignity and respect are essential moral features of respectful pluralism, an approach that
eschews the enforced compartmentalization of religion at work.
3) Addressing conflicts between personal and organizational values – The key idea is to get
the issues of value conflict and congruence into the collective organizational
conversation. Organizational members with diverse backgrounds are important sources of
insight into how to address value conflicts in a mission‐appropriate fashion. Periodic
attention to such events and potential conflicts provides an opportunity to reflect on ways
in which personal values can be expressed while fulfilling the organization's missions.
L. Closure Activity
IV. Evaluation
How does the working environment contribute to an effective workplace?
59 | P A G E
V. References
- https://news.abs-cbn.com/views-and-analysis/03/25/09/know-your-civic-duties-justice-
antonio-t-carpio
- Presentation template by SlidesCarnival
- https://onlinelibrary.wiley.com/doi/full/10.1002/hrm.21983
- https://www.academia.edu/8807096/21st_Century_Management_A_Reference_Handboo
k_1
60 | P A G E
ELMAR D. LUGUE
MODULE
Chapter No.: Iv
Chapter Title: MOTIVATING ENVIRONMENT: IT’S

INTERRELATIONSHIP(ISSUES,CONCERNS AND CHALLENGES)

 Definition of Workplace Environment
1.Tangible Environment
2. Intangible Environment
3.Motivating Environment
 Issues in Motivating Environment
 Common Concerns in Workplace
I. Introduction
Issues,concerns and challenges has a big effect in creating a motivating workplace
environment that leads in a achieving our goal in our workplace

T. To discuss the definition of workplace and the difference between tangible and
intangible environment.
U. To discuss the different issues and concern in workplace that effect the human
relations in workplace.
V. To apply once experience about human relations
III. Discussion
Activity Time: “Guessing Game” (Players will guess the word/s using the picture
61 | P A G E
below the jumbled word/s.
Discuss the following Topics
Issues,
Concerns
and
Challenges
 Working environment is a broad term and means all your surroundings when working.
Your physical working environment is, for example, your work tools as well as air, noise
62 | P A G E
and light. But your working environment also includes the psychological aspects of how
your work is organised and your wellbeing at work.
 Motivation is a powerful energy that drives and excites employees, which results in their
maximum contribution. Setting and achieving goals, clear expectations, recognition,
feedback, as well as encouraging management all contribute to an increase in
workplace motivation. It flourishes in a positive work environment, which is why so
many leaders want to learn new ways to motivate their workforce.
 LEARN WHAT PEOPLE WANT
 Motivation is different for each of your employees. Every employee has a different
motivation for why they work. But we all work because we obtain something that we
need from work. The something that we need that we obtain from work has an impact on
our morale and motivation.
 Learning what employees want will help you formulate the next step when building
motivation in the workplace.
 SET REALISTIC GOALS
 How can you help a co-worker or reporting staff member find motivation at work? You
can create a work environment that provides the greatest possibility for employees to
achieve individual or group goals.
 A motivating work environment provides clear direction so that employees know what is
expected of them. Hand-in-hand with clear direction, employees should have goals that
fit within the company's strategic framework.
 PROMOTE POSITIVE EMPLOYEE SELF ESTEEM
 People who have high self-esteem are more likely to continuously improve the work
environment. They are willing to take intelligent risks because they have confidence in
their ideas and their competence to take on new challenges while performing capably.
They shine with motivation in your workplace.
 They work willingly on teams because they are confident about their ability to contribute.
Nathaniel Branden, the author of "The Psychology of Self Esteem and "Self-
Esteem@Work," says, “Self-esteem has two essential components:
 "Self-efficacy: Confidence in the ability to cope with life's challenges. Self-efficacy leads
to a sense of control over one's life.
 "Self-respect: Experience oneself as deserving of happiness, achievement, and love. Self-
respect makes possible a sense of community with others."
63 | P A G E
 Self-esteem is a self-reinforcing characteristic. When you have confidence in your ability
to think and act effectively, you can persevere when faced with difficult challenges.
Result: You succeed more often than you fail. You form more nourishing relationships.
You expect more of life and of yourself.
 A motivating work environment enhances staff self-esteem. People feel like they are
more, not less—more competent, more capable, more appreciated, more contributing.
 PROVIDE EMPLOYEE RECOGNITION
 Employee recognition can increase motivation when it is offered and implemented

effectively. It is one of the keys to successful employee motivation. Employee
recognition follows trust as a factor in employee satisfaction with their supervisor and
their workplace. In this instance, the stick should yield to the carrot.
 USE TRAINING AND DEVELOPMENT FOR MOTIVATION
 Want to keep your staff motivated about learning and work? The quality and the variety
of training options that you supply for employees are key for motivation.
 You can provide training including new employee onboarding, management

development, new concepts for a workgroup, team building, and how to operate a new
computer system. They all add to a working environment that employees would be proud
to call home.
 PROVIDE AUTONOMY TO HIGH-PERFORMING EMPLOYEES

 Employees Who Find Motivation Factors at Work Are Happy.
 The challenge in any work environment is to create a culture in which people are
motivated by their work. Too often, organizations fail to pay attention to the issues that
are most important to employees: relationships, communication, recognition, and
involvement.
 Workers who perform well should not be rewarded by having a manager who is always
looking over their shoulder.
 If an employee is performing well, you should have no need to watch every little thing
they do—in fact, your micromanagement is likely to destroy their intrinsic motivation in
the workplace.
 CELEBRATE HOLIDAYS AND CREATE TRADITIONS

 Celebrate Holidays at Work for Motivation.
64 | P A G E
 Traditions are as important in organizations as they are in families. Nothing is more
important for employee motivation than the annual traditions workplaces create for
seasonal holidays.
 A holiday celebration builds positive morale, which results in increased motivation. High

morale and motivation contribute to team building and productivity. Try some holiday
and traditional celebrations to build positive morale and motivation in your workplace.
 Employees choose how much discretionary energy to exert for their employers in the
workplace. Discretionary energy is the extra drive that an employee exerts in service to
coworkers and customers at work—or not. An employer pays for the fundamental tasks
that he hires an employee to perform.
 Discretionary energy is a symptom of motivation—only motivated employees contribute

their discretionary energy at work. That isn't necessarily the case
 The work environment that encourages employee discretionary energy contribution and

motivation emphasizes these factors.
 PROMOTE YOUR PERSONAL GROWTH AND MOTIVATION
 You have the starring role in promoting your personal growth and motivation.
 No matter how positive your workplace culture and environment are, you have the
starring role in promoting your personal growth and motivation. You can promote your
own personal growth, motivation, and career development to overcome boredom, inertia,
and staleness.
 Your employer can contribute to your growth and motivation, too. These are the best
workplaces for all employees.
Issues,Concerns and Challenges in Human Relations
Motivational issues in the workplace can originate in management as well as ground-level

employees. Issues affecting motivation range from inadequate tools to achieve company goals
to a simple lack of employer acknowledgment of worker achievements. Changing the
65 | P A G E
motivational climate at your small business requires careful attention to identify the issues
affecting workers and determine the root cause of these problems.
 UNCLEAR EXPECTATIONS OR REQUIREMENTS
An employer or supervisor who does not set clear expectations for employees or provides
inconsistent feedback creates workplace conditions where motivational issues can develop.
Employees feel lost and unable to work toward identifiable goals when an employer or
manager does not provide examples of proper performance or correct mistakes through the
application of consistent job assessment. A lack of adequate feedback and performance
expectations can send the message that a manager doesn't care about job performance. This can
aggravate motivational issues and worsen the slowdown in workforce production.
 LACK OF ADEQUATE MATERIALS
Inadequate materials or equipment to complete assignments can cause a motivational problem

in the workforce. Employees feel undervalued because ownership or management does not
provide necessary assets to achieve steady productivity. A lack of organizational infrastructure
to request additional equipment or materials can exacerbate the issue and further damage
employee motivation. Providing the necessary tools to complete job tasks shows employees
that ownership and management understand the nature of these tasks and what it takes to
complete them up to organizational standards.
 PERSONAL BUSINESS INVESTMENT
An employee feels more motivated and achieves a higher level of productivity when an owner
or manager shows genuine interest in her opinions about the business. This increases the
employee's mental ownership of the company and motivates her to help ensure growth through
better job performance. An employer or supervisor who does not value employee opinion runs
the risk of creating a culture where a worker has no mental stake in the company's success
outside of a paycheck. The employee works just hard enough to continue collecting a paycheck
and avoid a disciplinary review.
 LACK OF EMPLOYEE REWARDS OR PAY
Employees like to see performance that exceeds organizational standards rewarded. A lack of a
reward system, including a sales bonus or special monthly recognition, can create a
motivational issue in the workplace as employees believe management or ownership takes high
worker productivity for granted. This also can occur when employees believe pay scale is
below the industry average or not in line with the level of work and performance the employer
expects. Discouraged workers have diminished motivation and lower productivity to
compensate for a perceived lack in competitive pay.
The Importance of Dealing With Organizational Stress

66 | P A G E
Organizational stress, according to the World Health Organization, is brought on by poor job
design, unsatisfactory management and a lack of employee support. The ramifications of
organizational or job stress can be quite serious. Addressing the causes of organizational stress
can reduce absenteeism, boost employee morale and reduce attrition in the workplace.
According to a 2000 Gallup Poll published by the American Stress Institute, more than 80
percent of workers experienced stress on the job; more than half of those stated that they
needed help in dealing with that stress.
 POOR DESIGN OF JOBS AND WORK SYSTEMS
The root of organizational stress is the poor design of jobs and work systems.Research by the
World Health Organization shows that most job stress occurs when an organization values
excessive demands and pressures that don't match employees' knowledge and abilities. This
lacking job design is often accompanied by little opportunity for the employees to exercise
choice or control in their positions. Offering employees more control over decision-making can
boost employee morale and production, as well as eliminate job stress. Ignoring poor job
design and work system design may result in increased employee absenteeism and illness.
Employees can lose focus and become irritable and less committed to their work.
 POOR MANAGEMENT
Poor management may also contribute to stress in an organization. Employees who deal with
inadequate supervisors often suffer from frustration, apathy and poor performance. A key
factor in poor management is an inability of managers to properly communicate with
employees. This lack of communication contributes to unsafe work practices, staff turnover
and even employee illness. Unhappy employees also tarnish a company's reputation by talking
badly about it, damaging the company's image both internally and externally.
 POOR ORGANIZATIONAL DESIGN
Poor organizational design is often to blame for inflexible working hours, haphazard shift
schedules, and inferior environmental and ergonomic design. These issues contribute to
67 | P A G E
workplace injuries, intolerance of co-workers, and management and workplace fatigue.
Organizational design is a top-down structure: Management puts a company's organizational
design into place and is responsible for the stress-related hazards associated with
organizational design flaws. Team members often discover organizational design flaws when
talking with employees and customers.
 CONSIDERATIONS
Diminishing the hazardous effects of organizational stress involves a high level of

communication with employees. There are nine areas that should be analyzed, including
individual job content, workload and pace, working hours, employee control in the job process,
career development and pay, organizational roles, interpersonal relationships, organizational
culture and work-home relationships. A thorough analysis of these areas can help management
pinpoint stress-related areas that cause harm to employees and the organization. Eliminating
these hazards promotes overall employee health, positive workplace morale and productivity.
Keeping employees motivated and engaged can help boost morale, reduce turnover and create
a more dynamic and profitable operation. While different things motivate different people,
there are several demotivating practices that can negatively impact your business. Recognizing
and correcting these issues can help improve your organization on numerous fronts.
POOR LEADERSHIP STRUCTURE
When no one appears to be in charge, or worse, everyone thinks they're in charge, it can be
hard to perform at peak levels. A lack of hierarchy or direct reporting structure leads to
confusion, resentment and an overall lack of direction. Employees are demotivated because
their objectives are unclear, and therefore, difficult to work toward. Here are some issues that
contribute to this employee motivation problem:
 Unclear or nonexistent job descriptions.

 No clear chain of command.
 Disorganized directives.
 Hazy goals and objectives.
The employee motivation problem can be solved by writing detailed job descriptions, creating
an internal organizational chart and setting clear organizational goals, both individually and by
the department.
LACK OF CHALLENGING WORK
Employees who are bored are typically unmotivated. They may not take an interest in tasks
they consider mundane or may perform poorly at the work they do attempt. Some reasons for
this motivational problem include:
 Inappropriate hires.
 Not taking advantage of an employee's skill set.
68 | P A G E
 Lack of professional development opportunities.
 Failure to promote from within.
This issue can be addressed on several fronts, including the interviewing stage, when you
should strive to ensure the person you hire is a good match for the job. Once someone is in
their position, provide proper training and the tools the individual needs to do their job
effectively. If they appear to master tasks quickly or don't show an interest, consider cross-
training, mentoring, job-shadowing or even a different position that better utilizes their talents.
WORKPLACE CONFLICT
When employees are at odds with one another, or with management, it's not only demotivating,
it's also unproductive and could lead to a toxic work environment. Signs of workplace conflict
include:
 Bickering and open disagreement.

 Open sabotage of the work product.
 Gossip and clique formation.
 Constant complaints to human resources.
Resolve workplace conflict by setting clear directives about the types of behavior that will not
be tolerated, and taking action accordingly. Address conflict as it arises and set in place a
mediation approach to ensure employees have the ability to work out their differences in a
professional setting.
LACK OF CONFIDENCE IN THE COMPANY
If employees don't feel the company is "going anywhere," or perceive the business is
mismanaged to the point of potential job loss, this feeling of insecurity can manifest as poor
motivation. Signs of this lack of confidence may be demonstrated in the following ways:
 Disinterest in long-term projects.

 Unwillingness to cross-train or develop professionally.
 High turnover as people search for new jobs.
 Poor quality of the work product.
This issue can be addressed by sharing corporate objectives with staffers. Develop a strategic
long-term business plan and solicit employee feedback. Demonstrate how their roles will be
augmented with teamwork and growth to get buy-in about the company's future. If gossip
develops about closure, mergers or other altering factors, communicate sooner rather than later
so staffers feel you are being upfront about the company's future.
69 | P A G E
NO ONE-ON-ONE ATTENTION
Regardless of the company's size, employees need regular feedback to be motivated to do their
jobs properly, and well. Some things that might make a staffer feel left out in the cold include:
 No regular performance evaluations.

 Irregular one-on-one management meetings.
 Lack of personal goal-setting.
 The absence of regular feedback.
Resolve this potential motivation issue by regularly scheduling brief private appointments with
staffers to touch base on both work and professional development issues. Hold regular
employee performance reviews, annually or bi-annually, and in these discussions, set specific
goals and objectives.
Employee motivation is directly tied to productivity and operational success. If you are
concerned about whether your staffers are motivated, invite them to share their feelings on the
subject via a focus group, employee committee or survey. You will generate a lot of feedback
you can use to your advantage, as well as reassure employees their input is valued.
C. Closure Activity
IV. Evaluation
How do we motivate our employees?
What are the strategies that we could use to motivate our employees?
What are the different issues,concerns and challenges that you encounter
on your working area and how did you manage it to achieve your goals?
V. References
 https://work.chron.com/top-five-employee-motivation-problems-22613.html
70 | P A G E
 https://www.indeed.com/career-advice/career-development/management-challenges
 https://www.thebalancecareers.com/does-your-workplace-inspire-motivation-
1918742#:~:text=A%20motivating%20work%20environment
%20provides,within%20the%20company's%20strategic%20framework.
 https://work.chron.com/top-five-employee-motivation-problems-22613.html

GRADUATE SCHOOL
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
71 | P A G E
Human Relations in Groups
A.Communication and Human Relations
B.Group Dynamics, Team Building and Organization
C.Transactions and Relationships
D.Personality and Expectations
E. Environment Variables
F. Case Studies
Submitted by:
LATORILLA, RONALD DC.

DAYAN, PAUL JOSEPH A.
SURLA, MELVIN M.
AGUSTIN, MAY FLOR
MAEd-EDMA
Submitted to:

Professor, CTE
MODULE
Chapter No.: V
Chapter Title: HUMAN RELATIONS in GROUPS
Chapter Outline:
72 | P A G E
 HUMAN RELATIONS IN GROUPS
DISCUSSANTS:
RONALD DC. LATORILLA
INTRODUCTION:
In Organizations, People communicate and relate with variety of individuals and groups. These
important, audience, include employees, shareholders, government officials, customers,
community leaders, the news media, the suppliers and anyone else in a position to help or hinder
the work or business operating environment consistently
Effective communication and human relations, based on trustworthy behavior, is essential to

developing the understanding and support among these audience that result in their contributing
to Organizational success.
Note, the ability to communicate and relate effectively with one another is becoming an
increasingly valuedcompetence in the communication and human relationship field.
HUMAN RELATIONS
This deals with how people interact. It is the way in which we relate to each other in group
situations, especially at work.
It also explains how communication skills and sensitivity to other peoples’ feelings could be
improved.
Classification of Human Relations
Industrial relations or human relations which resultsfrom the meetings of management and
workers.
The personal or human relationships which springsup, grows, and exist in any work
environment.
73 | P A G E
IMPORTANCE OF HUMAN RELATIONS
Human relations are important to the development and long-term sustainability of organization in
the following ways:
Productivity improvement
Employee commitment
Smoother operational processes
Resource integration
Effective management development
FACTORS INFLUINCING HUMAN RELATIONS
1.The individual needs

Good human relations can only be established if the needs of the individual in the workplace are
satisfied and his work stimulated.
These needs are;
His hopes
His aspirations
His desires
2. The work environment
PROBLEMS ASSOCIATED WITH MEETING THE NEEDS OF THE INDIVIDUAL IN

THE WORKPLACE
Meeting the needs of the individual in the workplace presents a problem because management is
dealing with a group of workers.
However, this can only be solved through the generalization of the average responses evoked in
the context of human relations in industries
74 | P A G E
It is possible to arrive at some generalconclusions about man’s attitude to
work and the hopes and aspirations hehas regarding it.
The extent to which these hopes, anddesires are fulfilled in the workingenvironment naturally
govern thedegree of job satisfaction derived by theworker.
The extent to which the personal jobsatisfaction is achieved is the measureby which each worker
applies hisabilities to work
THE WORK ENVIRONMENT
The work environment describes the factors which affects an individual when he is at work. It
includes the following.
Human relations such as management and trade unions;
The working group

The productivity agreement of his firm
The physical conditions which affects him and
the psychological factors of the work situation
The motivational policies of the organization
COMMUNICATION
Communication could be defined as the “sharing of meaning”. By this, it means that somebody
originates the conception of meaningful message, transmits the message to the listener (s), reader
(s), or viewer (s) ( audience ) and they in turn understand the intended meaning.
It is seen as thought transferred from one person to another.

Or the process by which one person or group share or impart information.
75 | P A G E
IDEALS OF COMMUNICATION
Thoughts or information are transferred.

Thoughts or information are shared or imparted.
Understandable information are either given or received.
Ideas, attitudes and feelings are conveyed.
Meaning is shared.
The place of Human Relations in effective Communication
Communication is based on face to face interaction between people working together to establish
and maintain mutual interest and understanding.
Interpersonal communication is often supported by appropriate written, spoken, and broadcast

communication materials.
Memos, newsletters, news release, speeches, video tapes and other media must be designed to
clearly convey message that support the interpersonal communication that precedes or follow.
However, when we rely solely on these media, no matter how crafted, we lose the ability that
interpersonal communication offers- to gauge how people respond to our communication.
Essentially, we confuse merely disseminating information with interactive communication.
76 | P A G E
Why do we need to communicate?
Principal, School Heads want to influence Teachers to understand, support, and work for school
goals such as increasing enrollment, quality education, accountability while reducing costs.
ASSESSMENT:
Write True if the Statement is correct, Write FALSE if the statement is wrong
1. Team building is the process of turning a group of individual contributing employees into
a cohesive team
2. A group refers to two or more people who share a common goal.
3. Organizations deals with the attitudes and behavioral patterns of a group.
4. A group refers to two or more people who share a common goal.
5. A group is a social unit of people that is structured and managed to meet a need or to
pursue collective goals.
ANSWER KEY:
1. TRUE
2. TRUE
3. TRUE
4. TRUE
5. TRUE
MODULE
Chapter No.: V
Chapter Outline:
 Transactions and Relationships

DISCUSSANTS:
PAUL JOSEPH A. DAYAN
77 | P A G E
I. INTRODUCTION:
Transactional analysis is founded by Eric Berne and the famous parent adult child theory is still
being developed today. And it is becoming accessible theories of modern psychology. Even you
are in business, parent, social worker or interested in personal development. Eric Berne
Transactional analysis theories and most of his followers will enrich you’re dealing with people
and understanding of yourself.
Philosophical assumptions of transactional analysis are:
 People are O.K.

 Everyone has the capacity to think
 People decide their own destiny and these decisions can be changed

A. To discuss the definition of human relations in groups.
B. To identify the Transactions and Relations in human relations in groups.
C. To discuss the Ego State of a Person in human relations in groups
III. Discussion
Transactions
Transaction – a verbal exchange between people.
Unconscious mind – place where forgotten memories, feeling and Ideas are stored.
Stimulus response - stimuli results in automatic responses based on remembered experiences.
Ego State
 No state is best
 Adult state usually works best at a job
 Balance in everything
Parent, adult and child theory
78 | P A G E
Transactional type
 Complementary transaction
 Crossed transaction
 Ulterior
Complementary Transaction
 An expected response is received

 Promotes successful communication
 Message is tailored for an ego type and is successful if tailored correctly.
Crossed Transaction
 An unexpected response is received

 Disrupts communication, must restart
 Message is tailored for a certain ego type and actual ego type differs
 Respond in kind to move to complementary
79 | P A G E
Ulterior Transaction
 Transaction takes place at two levels simultaneously

 Hidden meaning
 3rd move transaction correcting move to change to complementary
3 Rules of Communication
 So long as transactions remain complementary, communication can proceed

indefinitely.
 When transaction is crossed, a break in communication results and one or both
individuals will need to shift ego states in order for communication to be re-
established.
 The behavioural outcome of an ulterior transaction is determined at the psychological
and not the social level.
IV. Closure Activity
Sharing of insights and experiences about transaction and relationship in their own
workplace.
MODULE
Chapter No.: V
Chapter Outline:
80 | P A G E
 GROUP DYNAMICS, TEAM BUILDING AND ORGANIZATON
Discussant:
MELVIN M. SURLA
I. Introduction
It is normal in the teaching profession to work and communicate with diverse
people. Every day we are communicating with a different group of people and do
some tasks given by our heads. That is why as a teacher it is very important to have a
good human relation. In this module, you will learn about working in a group and
building a team in the context of the teaching profession. You will see the important
information about working in a group since most of the time teachers are working in a
different group. The module will teach you how to be more effective in working with
different teams and groups.
II. Objective
 To define the meaning of group dynamics, team building, and organizations
and their importance in human relations in the school setting
 To enumerate some possible team building activities that we can use even if
we are not physically together
 To identify the advantages and disadvantages of groups, teams, and
organizations affecting the human relations in the school setting.
III. Learning Cell
What is Group Dynamics?
-Group dynamics deals with the attitudes and behavioral patterns of a group.Group
dynamics concern how groups are formed, what is their structure and which processes
are followed in their functioning. Group dynamics is relevant to groups of all kinds –
both formal and informal.
What is A Group?
A group refers to two or more people who share a common meaning and evaluation
of themselves and come together to achieve common goals
Characteristics of a Group:
 Face-to-face interaction
81 | P A G E
 Interdependence
 Self-definition as group members
 Recognition by others
Process/Stages of Group Development/Evolution:
 FORMING -This stage is characterized by members seeking either a work

assignment (in a formal group) or other benefit, like status, affiliation, power,
etc. (in an informal group).
 Storming -Members seek out familiar or similar individuals and begin a
deeper sharing of self.Pairing is a common phenomenon.
 Norming - The third stage of group development is marked by a more serious
concern about task performance. The dyads/triads begin to open up and seek
out other members in the group. Efforts are made to establish various norms
for task performance.
 Performing: This is a stage of a fully functional group where members see
themselves as a group and get involved in the task. Each person makes a
contribution and the authority figure is also seen as a part of the group. Group
norms are followed and collective pressure is exerted to ensure the Process of
Group effectiveness of the group.
 Adjourning: In the case of temporary groups, like project team, task force, or
any other such group, which have a limited task at hand, also have a fifth
stage. The group decides to disband.
Types of Groups
 Command Groups: are specified by the organizational chart

 Task Groups: consist of people who work together to achieve a common task.
 Functional Groups: is created by the organization to accomplish specific goals
within an unspecified time frame.
82 | P A G E
 Interest Group: usually continue over time and may last longer than general
informal groups.
 Friendship Groups: are formed by members who enjoy similar social activities,
political beliefs, religious values, or other common bonds.
 Reference Groups: The main objectives of reference groups are to seek social
validation and social comparison.
Informal Group
Emerge naturally due to the response and common interests of the members who
can easily identify with the goals or independent activities of the informal groups.An
informal group can be defined as a group that evolves spontaneously, not shown in the
organization’s structure, with the objective of fulfilling personal and social need of its
members.
Characteristics of Informal Groups
 Creation
 Satisfaction of Needs
 Voluntary Membership
 Multi-Group Membership
 Systems and Processes
 Leadership
Factors Affecting Group Behaviour
 Group Member Resources - The members’ knowledge, abilities, skills; and

personality characteristics (sociability, self- reliance, and independence) are the
resources the group members bring in with them.
 Group Structure Group Size: can vary from 2 people to a very large number of
people.
83 | P A G E
 Group Roles: In formal groups, roles are always predetermined and assigned to
members. Each role shall have specific responsibilities and duties
 Group Structure: Group Norms: They are typically created in order to facilitate group
survival, make behaviour more predictable, avoid embarrassing situations, and
express the values of the group.
 Group Cohesiveness: Cohesiveness refers to the bonding of group members or unity,
feelings of attraction for each other and desire to remain part of the group.
 Group Processes: Decision-making by a group is superior, because group generates
more information and knowledge, generates diverse alternatives, increases acceptance
of a solution, and increases legitimacy.
 Decisions take longer time, minority is dominated, pressure is applied to conform to
group decisions, and none is responsible for the decisions.
Turning Groups into Effective Teams:All teams are groups but not all groups are
teams.
In a team-oriented environment, one contributes to the overall success of the

organization. It is on record that teams are better than groups, because they are more
flexible and responsive to dynamic environment.
TEAM BUILDINGS
Team building is the process of turning a group of individual contributing employees into
a cohesive team. Helps to increase intra-group and inter-group effectiveness to bring
members together, make them share their perception of each other and understand each
other’s point of view.Team building creates stronger bonds among the members of a
group
Eight Cs for Team Building
84 | P A G E
Ideas for Team-building Activities
You could start with a department picnic, using a couple of hours during the
workday to visit a nearby park. Grill some food and suggest that employees bring a dish
to pass.You can also sponsor activities where employees get together for fun. Bowling,
painting pictures at a painting shop, river cruises on a passenger boat, comedy club
outings, and baseball games all fit the bill. Really, any event that your team can do or
attend as a group will help bond them.Events that are physically challenging, such as rock
climbing and ropes courses, can cause dread and fear for physically inactive or
challenged employees. So, for team building, stay away from the type of event that some
employees would be unable to participate in comfortably and without trepidation.
EXAMPLE OF VIRTUAL TEAM BUILDING ACTIVITIES
 2 Truths and 1 lie

 Rose, Thorn and Bud
 Whose table is it?
1. Ask each member to take a picture of his/her working table You need to be truth
and realistic about your working table that could give a true representation of
yourself
2. All pictures will be uploaded in a sharable file.
3. Then everyone will try to guest whose table is it.
 10 common things
1. Good for brainstorming
85 | P A G E
2. Look for the similarities of each team member
3. Divide the group into small groups
4. Ask each group to come up with the list of 10 things they have in common.
5. The topic can be personal or work related
 Recognition Session
1. The purpose of it is to see each member what is best on their self or in others. We
need to recognize the contribution of each member of team. This is a perfect way
to recognize the good things that we do.
2. Every member of the team should give 2 shout outs. 1 is for something amazing
that they did for a week. Another one is for something amazing another team
members did
 Word of Wisdom
1. You just give a word of wisdom to your team. It can be a word of encouragement,
advice, quote as long as it is positive.
2. The goal is to encourage our team members and motivate them in their work
 Playing Games (Online PinoyHenyo, Scavenger Hunt, Online Games)
This is design to release the competitive skills of each member. Incorporate
friendly competition just for fun. We can use online application or online games
that suit and anchored in team objectives
Team Building has its own advantages and dis advantages affecting our work
place. Here are the list of advantages and disadvantages of team building.
Team building has a down side and here are the list of disadvantages of team
building.
86 | P A G E
ORGANIZATION
The word means a collection of resources that are working together somehow to achieve
a common purpose.
87 | P A G E
Organization's Purpose and Priorities/Mission
The mission might be implied to its members or explicitly expressed to them. When
explicitly expressed, it is often in the form of a mission statement. The statement is often
reviewed during a process called strategic planning.
Vision
The organization's vision is an image of what success would look like at some point in the future,
both for the people that the organizations serves and for the organization itself.
Values
The organization's values are the overall priorities in the nature of how the organization wants to
work toward its mission.
Strategic Priorities
These are the overall, most important matters and activities for members to attend to, when
working toward the mission.
IV. Evaluation
Direction Answer the following Question.
1. What is the importance of group dynamics in human relations?
2. In this time of Pandemic, is it possible to have team building activities? Explain
your answer?
3. What is the connection of organizations in human relations?
4. What are the similarities and differences between groups and teams? Present your
answer using the Venn diagram
V. Resources
 https://www.yourarticlelibrary.com/management/group-dynamics-its-
characteristics-stages-types-and-other-details-management/5363
 https://www.mindtools.com/pages/article/improving-group-dynamics.htm
 https://www.toppr.com/guides/fundamentals-of-economics-and-
management/group-dynamics/meaning-and-definitions-of-group-dynamics/
88 | P A G E
MODULE
Chapter No.: V
Chapter Outline:
 Environmental Variables
 Case Study
Discussant:
May Flor Agustin
I. Introduction
Any group of people working together does not form a team. Thus, committees,
councils, and taskforces are not always teams. There is a clear difference between teams
and work groups. The performance of a work group is a function of its members'
performance as individuals. The performance of a team is a function of both individual
results and "collective work-products". Activities like interviews, surveys, and
experiments generally need involvement of more than one person.

A. To discuss the definition of human relations in groups.
B. To identify the environmental variables in human relations in groups.
C. To discuss the example of case study about human relations in groups
III. Discussion
A team is a number of persons associated together in work or activity: a group on one side (as in
football or debate)”.
Principles of Great Teams
 Shared Dream
 Mission is Bigger than Ego
 Protection form Leaders
 Fostering Enmity
 Dare to be Different
 Pain & Suffering
 Strong Leaders
 Meticulous Recruiting
89 | P A G E
 Young and Energetic
 Great Teams Deliver
Leadership Approaches That Foster Team Performance

Though there are no guaranteed approaches to improve team performance, yet some
approaches mentioned below can help in ensuring higher performance levels.
Leadership Approaches That Foster Team Performance

 Recruit for skill and skill potential
 Be concerned about first impressions
 Spend time together
 Frame necessary guidelines to govern team behavior
 Promote a culture of urgency and high standards
 Value contribution and positive feedback
 Identify tasks that can be accompanied immediately
 Let the team redefine purpose and goals
Team Building
Developing Performing Teams
1. Team Learning
Real work in organizations is done by teams and not lone individuals. So for
organizations to be effective, they need effective teams. Teams need to constantly operate
at a higher level of intelligence than that of individual members. Thus, teams need to be
continually learning. The cost of neglected learning can be high. To avoid this, teams
need to be aware of the following:
Team Conflict
- It is commonly assumed that great teams do not entertain or have conflicts. According to
Peter Senge, on the contrary, great teams encourage productive conflict. In these teams,
the free flow of conflicting ideas leads to creative thinking. Conflict becomes, in effect,
part of the ongoing dialogue. In fact, visible conflict of ideas can be one reliable indicator
of continual learning.
Two Situations Surrounding Conflict

1. The appearance of no conflict
- team members suppress their conflicting views to continue as a team.
2. Rigid polarization
- though the team members speak out their conflicting views, their positions are
clear, and no exchange or change of views takes place.
90 | P A G E
Defensive Routines
 Chris Argyris studied management teams for 25 years to identify why managers
fail to learn in management teams. He found that these managers avoid
constructive conflicts and are defensive when a conflict arises. He also identified
some basic differences between mediocre teams and great teams. A mediocre
team is different from a great team in how it faces a conflict, and how it copes
with defensiveness that arises due to conflict. According to Argyris, human
beings "are programmed to create defensive routines, and cover them up with
further defensive routines.
What is the source of defensive routines?

 Argyris feels that people become defensive not because they believe in their
views, or desire to preserve social relations but because they dread others finding
errors in their thinking. As Argyris says, this fear starts in childhood, and is
reinforced throughout life. Defensiveness stops people from knowing about the
validity of their reasoning. Defensive routines can do more damage in
organizations where incomplete or faulty understanding is seen as a sign of
weakness or incompetence.
Overcoming Defensive Routines
 Peter Senge suggests two ways to overcome defensive routines. The first is to:
1. diminish the emotional threat that causes defensive behavior.
2. reduce defensive routines is to make them the subject of discussion
Case study:
“Team Building Without Time Wasting” (TBWTW)
 TBWTW is an approach that uses focused feedback and follow-up to help team
members develop behaviors that promote cooperation and collaboration. It helps
them develop self-awareness, determine what they, in their particular situation,
need to do to work more successfully together, and then provides them with a
process to learn and practice new, more effective behaviors that can easily be
measured. It is an approach that helps leaders build teamwork and it does so in a
rapid and flexible way that is both cost effective and efficient time.
By: Carl Robinson, Ph, D.
copyright 2007
Team Building without Wasting Time TBWTW

 Following the TBWTW model, I asked the group members to rate how well they
were doing as a team on a scale of 1 – 10. Again, there was much discussion on
the subject and they asked to alter the question. They wanted to ask instead: (1)
91 | P A G E
On a 1 to 10 scale, how effective are we at achievingresults? (2) On a 1 to 10
scale, how efficient are we at achieving our goals? (3) On a 1 to 10 scale how well
do we need to be doing in terms of working together as a team? For this group of
engineers, talking about “results” and team “efficiency” resonated better and
provided a clearer definition of team effectiveness. Their request seemed
reasonable to me especially since their answers to the questions would further
reinforce the need for the process and create a stronger desire for positive
outcomes.
Buiding a Team from the Ground Up
 Group discussions began with developing an understanding of how teams evolve and
how a high performing team functions based on the available research. For example, we
talked about Tuchman’s four-stage model of team development: forming, storming,
norming and performing. I alsoreferenced Howard Guttman’s When Goliaths Clash:
Managing Executive Conflict to Build a More Dynamic Organization. My intent was to
reduce the volume of self-depreciating thoughts among the group so that they were free
to energize each other to make the necessary corrective changes by understanding that
conflict is inevitable in any group of assertive bright people and that the trick is to learn
how to navigate that conflict better.
 For question 1, achieving our goals, they rated themselves at 6.9. For question 2, team
efficiency they rated themselves 3.5. Their response to question 3, how well do need to
be was 8.0. As before, they didn’t want to just highlight how poorly they were doing,
they wanted to give themselves credit for achieving results in spite of how poorly they
functioned as a team. The upshot was that they all concluded that they needed to change
and were all on board to proceed with the rest of the TBWTW process.
 He then asked the group what their team would look and act like if it were functioning at
a higher level. Before moving on they recorded their response to use later in the day to
develop a Code of Team Conduct.
Two teams commitment:
 We will all exercise an ongoing process of prioritizing our goals and align our individual
actions to them.
 We will spend time together as a team to discuss crucial issues and drive commitment to
deliver on our priorities.
 Next step of the TBWTW process took twice as long for this group than outlined in the
Goldsmith and Morgan article for two primary reasons: Per group request we added an
additional question: Describe two behaviors that you do that contributes to team
effectiveness and efficiency, and the group asked clarifying questions.
His ten-member team was scattered at multiple sites across the continent so it was necessary to
alter the next step, step seven, to fit their situation. Instead of asking them to ask for brief five-
92 | P A G E
minute monthly reports on their effectiveness, he asked them to ask four of their teammates to
be their “change partners” and to conduct the brief (five-minute), monthly progress reports with
them. The remainder of the offsite time was devoted to developing a Code of Team Conduct
.Their Code of Team Conduct follows:
o No triangulation – engage each other

o Actively support each other
o Do what you say you are going to do
o No hidden agendas – be up front
o Informal climate
o Proactive inclusiveness – keep track of each other – keep each other informed
o Tenet of respect
o Align and keep our priorities up to date
o Align individual actions to the group goals and objectives
o We spend time together as a team on crucial issues
o We seek commitment from the team before seeking business commitment
o We establish and follow meeting etiquette
o We take our goals seriously – professional pride.
When they concluded the offsite meeting time the real work began. Of note, all of the
executives informed their immediate subordinates of their personal behavioral change goals
and asked for their support in achieving these goals. Their heartfelt rationale for doing so
was expressed quite well by one individual, “If our boss (the SVP) is willing to bare his soul
to us and ask for our support in his growth, why shouldn’t we do the same.”
During the next four months, he worked with the SVP as his executive coach and met,
when requested, with the other non-coached executives to provide support and coaching. He
participated in weekly leadership meetings to observe how these individuals worked
together, to support them in following through with their code of team conduct, and to
provide real-time advice and guidance to improve how they conducted, and interacted
during, meetings.
They held a follow-up offsite meeting to work on steps ten and eleven and to review the
results of this first survey. Individual dialogues helped each group member to refine and
reinforce the team building process. Everyone on the team made excellent progress toward
achieving increased effectiveness in demonstrating the desired behaviors (average rating of
+2 or better on a -3 to +3 scale – please see the sample mini-survey addendum) except
George; he showed no change. Not too long after this meeting, based on a number of other
factors including general performance related issues, the SVP decided to move George out
of his role and placed him elsewhere in the company with the hope of his being more
effective.
93 | P A G E
TEAM BUILDING CASE ANALYSIS
 Understand the team concept

 Open line communication as foundation
 Open line communication as foundation
 Learn techniques for building a better team.
 Understand your style and role as team leader.
 Understand your style and role as team leader.
 Understand team members and team dynamics
 Practice, discuss, and problem solve.

Sharing insights and experience of the positive outcome of human relations in groups.
V. Evaluation
How does human relations affects teams or groups?
VI. References
 www.free-power-point-templates.com
 https://www.businessmanagementideas.com/human-resources-management/4-
factors-influencing-human-relations-in-an-organisations/2051
 http://leadershipconsulting.com/team-building-without-time-wasting-case-study

GRADUATE SCHOOL
94 | P A G E
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Human Relations Skills Development

A. Individual and Organizational ChangePlanned Change/ Levels of Change
B. Influence of Human Change- Maturity, Environment Behavior Modification
C. Creativity and Human Relations
D. Influence of Cultural Changes
E. Leadership- Life Cycle Theory
F. Conflict Management
G. Stress and Stress Management
Submitted by:
SIMON, LADY RHEA L.

AGUSTIN, RACEL ANN B.
BASILIO, KERIE ANNE A.
DULAY, KRISTIAN BERNADETTE M.
MANINGAS, CHRISTIAN PAULO C.
MAEd-EDMA
Submitted to:

Professor, CTE
MODULE
95 | P A G E
Chapter No.: VI
Chapter Title: HUMAN RELATIONS SKILLS AND DEVELOPMENT
Chapter Outline:
 Individual and Organizational Change

 Planned Change
I. Introduction
In the world that we are living today that is increasingly that paced and everything ever
changing. The change management process is an integral part of any organization and
individual. Change must be planes and executed for the betterment.

A. To discuss the definition of individual and organizational change.
B. To identify the Good effects of changing.
C. To discuss the stages of a planned change
III. Discussion
 Those little changes that occur every day stimulate your progress and put you one
step further away from the bad situation you have left behind. It is common for
individuals to let their past be the be-all and end-all of
their personal development.
 When we change the smaller incremental one, change management process will
give the direction needed.
ADKAR CHANGE: CREATING CHANGE IN INDIVIDUALS
 Awareness
It is the state or ability to perceive, feel, or to be conscious of events, objects, or sensory
pattern.
-By being aware of others and your strengths and weaknesses you can build confidence
and realize that your difference is okay, being aware of everything surrounds you can
lead also to your developing fewer stereotypes and making fewer generalizations about
people who are different than yourself.
 Desire
Create the desire to support and take part in the change – Which is dependent on the
nature of change, the credibility of the person leading the message of change, intrinsic
factors, history of the organization. Effective leading and influencing can go a long way
to help people choose to follow the desire to change.
-is the strong feeling, worthy or unworthy that impels to the attainment or possession of
something that is within the rich.
96 | P A G E
 Knowledge
Give knowledge so people can understand how to change and what to do – I.E. providing
training and education, detailed understanding of new tasks, processes, and systems, and
understanding new roles and responsibilities.
-It is the familiarity of awareness and understanding of someone or something such as
facts, skills, or objects.
-Strong knowledge and inspiration is equally important in our professional spheres. It can
foster vision in other strengthen professional tie. When you share with others, it can helps
deepen your own knowledge and engrains what you know.
 Ability
Provide the skills to implement change on a day to day basis – I.E. Providing day to day
involvement, access to subject matter experts, provide effect performance monitoring,
hands on exercise during training.
 Reinforcement
This requires ensuring that employees understand that the change is not going to be
reversed.
-Is anything that increases likelihood that a behavior will occur in the future under the
same condition. It may enhance both the quantity and quality of a behavior.
Organizational Change
-Refers to a modification or transformation of the organization’s structure, processes or

goods.
-Is defined as a change that has an impact on the way work is performed and has significant
effects of staff.
Organizational Change can be:
 In the structure of an organization

 In the structure of an organizational operation and size of a workplace.
 In working hours and days or practices.
 In the way of roles are carried out.
 In the scope of a role that results in a change in the working situation, structure, terms,
and conditions or environment.
Types of Changes
1. Planned Change – is a change resulting from a deliberate decision to alter the

organization. It is an intentional, goal, oriented activity.
2. Unplanned Changed-Organizational changes that are not foreseen prior to the need to
change, often necessary by shifts in the organizational environment.
External Forces
97 | P A G E
 Technological change
 Globalization
 Social and Political Changes
 Workplace Diversity
Internal Forces
 Changes in Managerial Personnel

 Declining Effectiveness
 Changes in Work Climate
 Deficiencies in existing system
 Crisis
 Employee Expectation
Good Reason to Change
 Change to solve some problem

 Change to make work more procedures more efficient
 Change to reduce unnecessary workload
Six Elements in the Process of Planned Change
 Building a relationship
 Diagnosing the problem
 Acquiring relevant resources
 Choosing the solution
 Gaining acceptance
 Stabilization and self-renewal
Process of Change
1. Unfreezing-reducing forces for status quo.

2. Change-Developing new attitudes, values, and behavior.
3. Refreezing-Reinforcing new attitudes, values, and behavior

Sharing insights and experience of the positive outcome of changing.
V. Evaluation
Why do we need to change to reach the goal that we want to attain?
VI. References
 www.free-power-point-templates.com
 www.shelbyehunt.files.wordpress.com
98 | P A G E
 www.sideshare.organizational-change.com
 www.slideshare.planned-change.com
Prepared By: Lady Rhea L. Simon
Discussant
MODULE
Chapter No.: VI
99 | P A G E
Chapter Outline:
 Influence of Human Change, Maturity, Environment behavior modification
I. Introduction
Environmental change is a change or disturbance of the environment most often caused
by human influences and natural ecological processes. Environmental changes include
various factors, such as natural disasters and human interferences.

A. To discuss the definition of human change: maturity, environment behavior
modification
B. To identify the causes of human change.
C. To discuss the nourishing and destructive effects of changes
III. Discussion
 Those little changes that occur every day stimulate your progress and put you one
step further away from the bad situation you have left behind. It is common for
individuals to let their past be the be-all and end-all of
their personal development.
 When we change the smaller incremental one, change management process will
give the direction needed.
INFLUENCE OF HUMAN CHANGE
A. Peer Influence- is the direct influence on people by peers, or the effect on an individual

who gets encouraged to follow their peers by changing their attitudes, values or
behaviors to conform to those of the influencing group or individual.
Positive peer pressure is when someone's peers influence them to do
something positive or growth building. For example, peers who are committed to doing
well in school or at sport can influence others to be more goal orientated.
B. Cultural Influences- humans can evolve culture. Culture is composed of behaviors,

idea, attitudes, values, and traditions shared by group.
C. Gender Roles- our culture shapes our gender roles-expectations of how men and women
are supposed to behave.
D. Positive Reinforcement- involves the addition of a reinforcing stimulus following a

behavior that makes it more likely that the behavior will occur again in the future
a. Positive reinforcement is very powerful and effective tool to help shape and
change behavior.
100 | P A G E
b. Works by presenting a motivating item to the person after the desired behavior
E. Positive Punishment- works by presenting a negative consequence after an undesired
behavior is being exhibited, making the behavior less likely to happen in the future.
F. Alternative to Punishment- there are harmful effect of physical or verbal punishment.

yelling, slapping, hitting, and spanking teach violence, destroy self-esteem, create anger,
interfere with learning and damage the relationship between.
INFLUENCE OF HUMAN CHANGE - MATURITY
In psychology has a little to do with age, but with the ability to react, cope and reason in
an appropriate way for the situation.
 Maturity is learned through experiences and comes from healthy growth.

 The way a person deals with a crisis or makes decisions are good clues about their
level of maturity.
ENVIRONMENT BEHAVIOR MODIFICATION
a. Nourishing effects of the environment

 How does the physical environment affect people positively?
 It provides natural resources that benefits e.g sunlight, air wind.
b. Destructive effects of the environment
 How does the physical environment affect people negatively?
 Natural disasters that destroys human settlements e.g flood, tsunami, pandemic,
.unfavorable weather conditions will affect people’s activity e.g rainy day.
 Variety of environment influences of environment on human beings
Be aware of the interactions between the environment community and yourself
and behave in ways that care for each of their responsibly
Sharing of thoughts, ideas, and experiences about what causes human change.
V. Evaluation
What could be the most significant impact of the environment to human change
VI. References
 https://royalsocietypublishing.org/doi/10.1098/rstb.2016.0028#:~:text=As%20an
%20additional%20effect%2C%20human,to%20new%20environments%20or
101 | P A G E
%20resources.&text=With%20respect%20to%20the%20evolution,likely%20to
%20be%20particularly%20potent.
 https://www.slideshare.net/hamzaaaaaah/environmental-effects-of-human-behaviour
 https://uxplanet.org/the-five-principles-of-human-change-management-
f49a40f764fd
 https://raisingchildren.net.au/teens/behaviour/peers-friends-trends/peer-
influence#:~:text=Peer%20influence%20is%20when%20you,and%20valued%20by
%20your%20friends.&text=But%20peer%20influence%20is%20a,group%20of
%20friends%20or%20peers.
Prepared By: Racel Ann B. Agustin
Discussant
MODULE
Chapter No.: VI
102 | P A G E
Chapter Outline:
 Creativity in Human Relations
I. Introduction
Creativity in the workplace is a crucial element in the success of an organization.
Creativity is the ability to create ideas, or solutions to problems, that are unique,
appropriate, and valuable.

A. To discuss the definition of creativity in human relations
B. To identify the stages of creativity
C. To discuss the characteristics of a creative person
III. Discussion
Game
(The class will play: “Solve the jumble letters”)
(Discuss the definition of creativity.)
 Creativity in the workplace is a crucial element in the success of an organization.
 Creativity is the ability to create ideas, or solutions to problems, that are unique,
appropriate, and valuable.
 Perception is the way an individual sees the world. Everyone’s perception is
different.
 Therefore, creativity can be influenced by an individual’s perception.
 Creativity in most organizational settings is typically carried out in groups.
 Defining creativity as the ability to generate new ideas.
103 | P A G E
 Miner however said that highly creative people must also learn to create a balance
by enhancing their ability in critical thinking which relates to the ability to judge
(of which is often misunderstood by us).
 This will create the necessary balance to avoid excessive creativity. Excessive
creativity, according to him, may result in disaster.
The Stages of the Creativity
 Stage 1: Preparation
This first stage is all about gathering information. This is the stage where you do user
research and empathize with the users to define the problem and your users’ needs. Some
people think that creative ideas just pop up from a vacuum, but creative ideas are always
solutions to a problem or a need. At this stage, you also use various ideation methods to
help you understand, attack, and build your design problem and creative idea from
various angles. You provoke your habitual thinking to better understand your design
problem, your idea and your design space. This is often an internal process (thinking
deeply to generate and engage with ideas) as well as an external one (going out into the
world to gather the necessary data, resources, materials, and expertise). Brainstorm and
let your mind wander or write in a journal to foster divergent thinking; this will help you
consider all possible approaches to building out your idea. In this first part of the process,
your brain is using its memory bank to draw on knowledge and past experiences to
generate original ideas.
 Stage 2: Incubation
The second stage is what we call the INCUBATION stage. In incubation this is when all
the information that you have gathered in the PREPARATION stage really goes back. It
starts to churn in the back of your mind, in the sub-consciousness. This is an extremely
important stage because sometimes it can take days, or weeks, or months or sometimes
even years. That idea that you’ll think about writing about a book or piece of music, and
you’re writing about it and you just leave it to the side for a while and then you come
back to it. Now the interesting thing about the incubation stages it that to a certain extent
it is not really under your control how long that stage will take. It is something you
cannot really rush because what it leads to is the third stage. The ideas and information
gathered in stage 1 marinate in the mind.
 Stage 3: Illumination
The third stage is what most of the public think is a classic signal or sign of a creative
person, what is called the INSIGHT/ILLUMINATION stage. With insight it is really the
idea of the ‘Aha’ moment, the ‘Eureka’ moment. Although it is probably the smallest part
of the five steps, it is possible one of the most important parts. Next comes the elusive
aha moment. After a period of incubation, insights arise from the deeper layers of the
mind and break through to conscious awareness, often in a dramatic way. It is the sudden
Eureka! that comes when you’re in the shower, taking a walk, or occupied with
something completely unrelated. Seemingly out of nowhere, the solution presents itself.
104 | P A G E
Sometimes called the insight stage, illumination is when the “aha” moment happens. The
light bulb clicks on as spontaneous new connections are formed and all that material
you’ve gathered comes together to present the solution to your problem. In this third
stage, the answer to your creative quest strikes you.
 Stage 4: Evaluation
During this stage, you consider the validity of your idea and weigh it against alternatives.
This is also a time of reflection when you look back at your initial concept or problem to
see if your solution aligns with your initial vision. During this phase, you might go back
to the drawing board or you might forge on, confident in what you’ve come up with. It is
very important part because we only have a limited amount of time to do certain things.
Often you find that people who are called the most ‘creative people’ are often very good
at this stage, the evaluation stage. They have all these ideas, but they can use self-
criticism and reflection to say, “these are the ones that have the most merit and that I’m
going to work on”.
 Stage 5: Verification
This is the final stage of the creative process. It is when the hard work happens. Your
creative product might be a physical object, an advertising campaign, a song, a novel, an
architectural design—any item or object that you set out to create, propelled by that
initial idea that popped into your head. Now, you finalize your design, bring your idea to
life, and share it with the world. At this fourth stage, you build on the “aha” solution. You
evaluate, analyze, and build on your idea. You then polish it to make sure that it is both
useful and novel. At this stage, you would also often choose to prototype and test your
idea in order to find out if it meets the users’ needs which you defined at the preparation
stage—and, if so, polish it as needed. The elaboration: testing the idea, working on the
idea, those late nights in the studio, working at your desk, those hours in the laboratory if
you are scientist, those days testing and micro-testing products.
CHARACTERISTICS OF CREATIVE PEOPLE

 They are risk takers
Creative thinkers are risk takers. They just love taking risk. In fact, they would be very
eager and excited to take up a project with high risk potential rather than going through
routine tasks they considered as mundane. Risky environments force them to challenge
themselves to seek multiple solutions.
 They have the dare to fail attitude

Failure for them is a learning curve. They learn from all the mistakes made and all those
mistakes stimulate a higher sense of curiosity in them. They have an open mind view of
things that there are many other doors that would lead them towards a solution they are
looking for in facing current challenges. Elon Musk, known for having to revolutionize
every industry he has touched (PayPal in electronic cash, Tesla in automotive and Space
in rocket technology) invested over $100 million of his own money into Space and
experienced a series of rocket launch failure. He kept pushing despite all the failures to
explore the possibilities of building human settlements in Mars by 2060.
 They are willing to be different
105 | P A G E
In fact, they like to be different from the masses. Remember how Mark Zuckerberg has
always been noticed wearing the almost identical round neck t-shirt nearly every day?
And Steve Jobs with his turtlenecks? Zuckerberg was reported having to explain that
clothing is a ‘silly’ decision that he doesn't want to spend too long making as he wants to
dedicate his energy on how best to grow his business and help to serve the community.
What people think of them is not really a matter of concern as they have a very clear
objective in life.
 They choose to become a divergent

They will do things that may challenge the boundary of normal thinking and perspective.
They think outside the box (and they really, really do think outside the box) where they
see opportunities and solutions from all sorts of angles that remained unnoticed to many
others. They are also highly curious and inquisitive. Founder of amazon.com, Jeff Bezos
is one great example of a divergent. They see the world as a laboratory and they
continually seek to answer the ‘what-if’ questions as they search for new solutions. This
often leads to the birth of many innovators.
 They are impulsive, fickle and change their mind quite often
Too often creative thinkers are being exposed to new experiences, leading their minds in
constant mode of thinking. They gauge huge amount of thoughts and opinions towards a
problem they try to solve. This then resulted into them revising their understanding of a
matter in an amazingly fast cycle and often decisions too. They tend to be fickle in many
aspects of life as they are deeply engaged in the creative thinking process. Adding to the
result, they tend to make impulsive decisions in accordance with their own ways of
thinking, which is then misunderstood by many and interpreted as ‘not having a stand’.
 Receptivity
"Creative people are open to new ideas and welcome new experiences." Judgement is
something we project on people due to conditioning we have received whether that be by
others or our own observations. While we can determine probability based on past events,
we must be open to the idea that we may be missing information. Just because someone
is short one day, does not mean this person is inherently ill-tempered, it means that for
that encounter their reaction was situational, and temporary to you. However, it could
very well mean that they have adapted this temperament. What is clear is, we do not
know. Be open to new ways of thinking about things.
 Curiosity
"Researching unfamiliar topics and analyzing unusual systems is a source of delight for
most creative people." While undertaking unknown concepts, with the intent to fully
understand, can be scary, it is necessary if you want to learn, what you have set out to
learn. This thing has to be self-realizing or self-serving, it cannot be what someone else
wants you to learn, or what you think someone else thinks you should know, you have to
want to learn it. Because you might reach a learning curve does not mean you should
abandon this journey. Conflict or tension is present in almost everything in my opinion.
During your process of learning, it is important to be honest with yourself.
106 | P A G E
 Wide Range of Interests
"...an artist who has a background in literature, geology, archery, music and history can
make more connections than a narrow-minded specialist." Stewart makes being a
specialist sound unworthy, while it can be the opposite, however, creative people have
the propensity to learn about various areas of life. This assortment of knowledge enables
us to make more connections. It is important while learning to make clear goals for
yourself and organize effectively.
 Attentiveness
"Realizing that every experience is valuable, creative people pay attention to seemingly
minor details." My belief is that everything is interconnected. I am constantly finding
myself connected to objects like paper or materials like cement, because I think, how they
can be transformed. Pay attention to the details, they are how you get to a functional big
picture.
 Connection Seeking
"Seeing the similarity among seemingly disparate parts has often sparked a creative
breakthrough." This harks back to making connections, once we are receptive to new
ideas, we see how even opposites are connected.
 Conviction
"Creative people value existing knowledge". Our knowledge base is built upon. Scientists
build upon old ideas to extend their work, sometimes transforming those older ideas and
creating something new. I have always hated the adage "Don't re-invent the wheel". I've
always felt as though the wheel needs to be re-invented, especially as time progresses,
however, there is something to leaving the wheel the way it is. There are some
fundamentals that might not be true, albeit they can give us direction, nonetheless.
 Complexity
"The risk-taker gets the job started; the safe-keeper gets the job done." There are a
plethora of things/emotions that occur when completing a project. There's excitement,
there's fear, there's passion, there's critical analysis, you may have to start over a few
times, you might abandon the project, you might need to follow certain steps to get the
work done, the project might require you to experiment. Either way you must continue to
have focus, determination or direction and consistency. Whatever you need to do to
regroup- do it.
5 Ways to Inspire Creativity in the Workplace
1. Recognize and Reward Creativity

Creativity can be fun, but it is also challenging and at times mentally draining to be
creative. Make sure that employees are being encouraged to be creative by rewarding
them with recognition of their ideas and some type of incentive. When employees see
their ideas being put into action and see a financial benefit, they will be inspired to come
up with more ideas.
107 | P A G E
2. Encourage Individuality
Employees that feel free to let their true colors shine will be more inspired in every way.
Depending on the way your company operates, you may let employees decorate their
workspace, dress according to a lenient code, or create their own schedules. Employees
may also be free to interact with customers using more genuine and individualized
greetings and closings, rather than scripted interactions.
3. Allow for Anonymity

Some employees are shy or uncomfortable sharing ideas with everyone. A simple
suggestions box or confidentiality agreement may encourage employees that do not enjoy
the spotlight to be more creative. Allowing employees, the option of being recognized for
their ideas or having their ideas introduced without fanfare can help you to cater to your
employees’ personalities and preferences.
4. Foster a Culture of Collaboration

People tend to be more creative when they discuss problems and solutions with one
another than when they are put to the task alone. Encouraging employees to work
together to complete goals may help to ramp up creativity levels. Introducing tools like
messaging through HR software self-service portals lets employees exchange ideas on
their own schedule when they come up, which may allow for even more creative
freedom.
5. Prioritize Empowerment
Empowered employees will be more likely to share ideas and will feel more creative than
employees that feel their roles are dictated to them by the company. If employees feel
that they have a high degree of independence when it comes to the ways that they can
take care of customers and complete their daily tasks, they will be more likely to come up
with new and better methods. Prioritizing empowerment may inspire creativity while
saving managers’ time and improving satisfaction among employees.
Creativity is becoming ever more important as the ways that customers consume continuously
changes and evolves. By putting tools and systems in place to inspire creativity in the workplace,
employers ensure that their businesses will be able to adapt and survive. In the short term,
encouraging creativity also draws highly motivated candidates and helps existing employees feel
a greater sense of ownership.
C. Closure Activity
IV. Evaluation
Why do we need to inspire creativity in the workplace?
108 | P A G E
V. References
https://www.wework.com/ideas/worklife/understanding-the-four-stages-of-the-
creative-process
https://www.masterclass.com/articles/how-to-improve-creativity#what-is-the-
creative-process
https://www.interaction-design.org/literature/article/what-are-the-stages-of-creativity
https://dev.to/jamiepo/seven-common-characteristics-of-creative-thinking-3i94
https://news.usm.my/index.php/english-news/4854-5-main-characteristics-of-
creative-people-see-if-you-have-any-of-those
https://www.jamestaylor.me/creative-process-five-stages/
https://www.hrtechnologist.com/articles/culture/the-10-best-ways-human-resource-
can-improve-workplace-creativity/
https://www.hrpayrollsystems.net/5-ways-inspire-creativity-workplace/
Prepared By: Kerie Ann A. Basilio
Discussant
MODULE
Chapter No.: VI
Chapter Title: HUMAN RELATIONS SKILL DEVELOPMENT
Chapter Outline:
E. Influence of Cultural Changes
F. Leadership – Life Cycle Theory
109 | P A G E
I. Introduction
Human relations cover all types of interactions among people

 Conflicts
 Cooperative efforts
 Group Relationships
Study of why our beliefs, attitudes, and behaviors sometimes cause interpersonal conflict
in our personal lives and in work-related situations.

A. To identify the influence of cultural changes
B. To define how do culture change
C. To explain why work culture is important
D. To demonstrate the leadership – life cycle theory
E. To categorize the four development levels match to the four corresponding styles of
leadership
III. Discussion
A. Developmental Activities
(Discuss the first topic which is the influence of cultural changes.)
Influence of Cultural Changes

All cultures change through time. No culture is static. However, most cultures are
basically conservative in that they tend to resist change. Some resist more than others by
enacting laws for the preservation and protection of traditional cultural patterns while putting
up barriers to alien ideas and things. When cultures change, they can have major impacts on
110 | P A G E
the environment. Similarly, when the environment changes, there are likely to be impacts on
culture.
HOW DO CULTURE CHANGE?

INNOVATION
An innovation refers to an object or concept’s initial appearance in society, it is
innovative because it is markedly new. There are two ways to come across an innovative
object or idea: discover it or invent it. Discoveries make known previously unknown but
existing aspects of reality.
EXAMPLES:
1. Digital readers and tablets - Increasingly, schools are looking to replace the bulkier
hard-copy textbooks with digital ones that are accessible via a tablet.
Pros
 They eliminate the need for students to carry around a heavy backpack full of
books.
 They provide a centralized, accessible place for all reading materials.
 The regular updates of digital content eliminate the cost of purchasing new
textbook editions every few years.
 Apps added to tablets can meet the educational needs of the students and provide
for more personalized learning opportunities.
2. Cloud technology - The cloud hosts apps and services on the internet instead of being
on a user’s computer. It enables information to be stored, shared, and accessed on any device that
is connected to the internet. In education, the cloud is used to store and share digital textbooks,
lesson plans, videos, and assignments. It’s also used to give students the opportunity to chat live
with their instructors and other classmates. In a related vein, cloud technology is enabling a new
educational model known as ‘flipped classrooms’ in which students can watch a lecture before
class and spend the class time engaged in discussion, group work, and analytical activities.
3. Mobile technology - Rather than banning cell phones and other mobile devices from
use during class, some schools are incorporating this technology into the learning process
through educational apps.
Pros
 The wide variety of available apps offers the opportunity for students to engage in their
own learning process.
 Educational apps provide the opportunity to personalize learning to each student.
CULTURAL DIFFUSION
111 | P A G E
Cultural diffusion is the spread of ideas, beliefs, and goods from one place to
another. When people from one culture interact with people from another, aspects of
culture tend to spread from one place to another. Through cultural diffusion, horizons are
broadened, and people become more culturally rich.
Examples of Cultural Diffusion
Common Cultural Diffusions

● A Chinatown is an area with people from China, Taiwan, Hong Kong, and Macao and these
exist all over the world.
● Some people in the United States play hockey, which is played in Canada.
Religious Cultural Diffusion

● Christianity started in Israel and has spread all over the world
 India is home to many religions: Buddhists, Christians, Muslims, and Hindi.
Cultural Diffusion in Technology

● Paper was first made in China and soon spread to the Middle East and Europe.
 China invented the first mechanical clock and soon that technology spread throughout other
cultures.
CULTURAL SYNCRETISM
Cultural syncretism is when distinct aspects of different cultures blend to make
something new and unique. Since culture is a wide category, this blending can come in the form
of religious practices, architecture, philosophy, recreation, and even food. It is an important part
of your culture.
Cultural syncretism. American food is a great example of cultural syncretism. Most

American foods originated in other nations, like pizza, tacos, and egg rolls, and what is more, we
have made most of them more syncretic now, with Mexican fajita toppings on pizza, and Asian
tacos. American music is also rife with cultural syncretism. Jazz was originally a combination
of German parade music, Brazilian beats, and elements of the blues, which themselves developed
out of mixed African and European traditions.
CULTURAL LOSS
Cultural loss is described as a loss of a person's culture, usually due to a change in
environment. Such a change may be due to immigration. Cultural loss usually occurs
112 | P A G E
when a smaller group encounters or becomes wrapped up in a larger, more dominant
culture.
The loss of cultural traits. As cultures change and acquire new traits, old no longer
useful or popular ones inevitably disappear. An example of culture loss is the
disappearance over time of certain words and phrases in a language. In some cases, the
words continue to be used but acquire new, very different meanings.
Language loss
What about the other kind of imbalance, in which a student is acquiring English but
losing ability with the student’s home or heritage language? This sort of bilingualism is quite
common in the United States and other nations with immigrant populations. Imagine this
situation: First-generation immigrants arrive, and they soon learn just enough English to manage
their work and daily needs but continue using their original language at home with family and
friends from their former country. Their children, however, experience strong expectations and
pressure to learn and use English, and this circumstance dilutes the children’s experience with
the heritage language. By the time the children become adults, they are likely to speak and write
English better than their heritage language, and may even be unable or unwilling to use the
heritage language with their own children (the grandchildren of the original immigrants).
REPRESSIVE CHANGE
People do not always have the liberty to make their own choices and changes are
forced upon them by some other group, in the course of conquest and colonialism.
•Acculturation–Culture changes that people are forced to make because of intensive,
firsthand contact between societies.
Example:
Japanese people dressing in Western clothing
A person who was Latin and prefer to speak in Spanish and migrated to America then
became bilingual by learning English, until he prefers to speak in English.
•Ethnocide–Violent eradication of an ethnic group’s cultural identity; it occurs when a

dominant society sets out to destroy another society’s cultural heritage.
•Genocide– Extermination of one people by another, in the name of “progress,” either as

a deliberate act or as the accidental outcome of activities carried out by people with little
regard for their impact on others.
Examples
113 | P A G E
•Two examples of attempted genocide in the 20th century: Hitler’s Germany against Jews
and Gypsies in the 1930s and the 1940s; and Hutus against Tutsis in Rwanda, as in this
1994 massacre.
Workplace Culture: What It Is, Why It Matters, and How to Define It

Culture is the character and personality of your organization. It's what makes your business
unique and is the sum of its values, traditions, beliefs, interactions, behaviors, and attitudes.
Positive workplace culture attracts talent, drives engagement, impacts happiness and satisfaction,
and affects performance. The personality of your business is influenced by everything.
Leadership, management, workplace practices, policies, people, and more impact culture
significantly.
The biggest mistake organizations make is letting their workplace culture form naturally without
first defining what they want it to be.
Why Workplace Culture is Important?

Culture is as important as your business strategy because it either strengthens or undermines your
objectives. Positive culture is significant, especially because:
 It attracts talent. Job candidates evaluate your organization and its climate. A strong,
positive, clearly defined, and well-communicated culture attracts talent that fits.
 It drives engagement and retention. Culture impacts how employees interact with their
work and your organization.
 It impacts happiness and satisfaction. Research shows that employee happiness and
satisfaction are linked to strong workplace culture (Source: Deloitte).
 It affects performance. Organizations with stronger cultures outperform their
competitors financially and are generally more successful.
What Impacts Culture in the Workplace?

A multitude of factors play a role in developing workplace culture, including:
Leadership
The way your leaders communicate and interact with employees, what they
communicate and emphasize, their vision for the future, what they celebrate and recognize,
114 | P A G E
what they expect, the stories they tell, how they make decisions, the extent to which they are
trusted, and the beliefs and perceptions they reinforce.
Management
How your organization is managed—its systems, procedures, structure, hierarchy,
controls, and goals. The degree to which managers empower employees to make decisions,
support and interact with them, and act consistently.
Workplace Practices
Practices related to recruiting, selection, onboarding, compensation and benefits,
rewards and recognition, training and development, advancement/promotion, performance
management, wellness, and work/life balance (paid time off, leave, etc.), as well as
workplace traditions.
Policies and Philosophies

Employment policies including, but not limited to, attendance, dress code, code of
conduct, and scheduling, in addition to organizational philosophies such as hiring,
compensation, pay for performance, and internal transfer and promotion.
People
The people you hire — their personalities, beliefs, values, diverse skills and
experiences, and everyday behaviors. The types of interactions that occur between employees
(collaborative versus confrontational, supportive versus non-supportive, social versus task-
oriented, etc.).
Mission, Vision, and Values

Clarity of mission, vision, and values and whether they honestly reflect the beliefs
and philosophies of your organization, how inspiring they are to your employees, and the
extent to which the mission, vision, and values are stable, widely communicated, and
continuously emphasized.
Work Environment
Objects, artifacts, and other physical signs in your workplace. These include what
people place on their desks, what the organization hangs on its walls, how it allocates space
and offices, what those offices look like (color, furniture, etc.), and how common areas are
used.
Communications
115 | P A G E
The way communication occurs in your workplace. Importantly, the degree, type, and
frequency of interaction and communication between leaders and employees, and managers
and employees, including the extent of transparency in sharing information and making
decisions.
(Discuss the second topic which is the leadership – life cycle theory.)
Leadership-Life Cycle Theory

The leadership-life cycle theory, developed by Paul Hersey and Ken Blanchard, is
one of the most widely known frameworks for explaining managerial effectiveness. Although
the framework is particularly popular among practicing managers and professional trainers, it
has not enjoyed comparable attention from the academic community of
industrial/organizational researchers. Nonetheless, the theory is recognized among
researchers for its intuitive appeal, though it is not considered a clearly valid or robust
framework for the prescription of leader behavior.
The theory was first introduced as "Life Cycle Theory of Leadership". During the
mid-1970s, "Life Cycle Theory of Leadership" was renamed as "Situational Leadership
theory". Situational leadership is a style in which the leader or the manager must adjust his
style to match the development level of the followers he is leading. The situational leadership
model views leaders as varying their emphasis on task & relationship behaviors to best deal
with different levels of follower maturity.
Effective leadership is:

• task relevant
• leaders adapt their leadership style to the maturity.
• ability to take responsibility for the task.
• relevant education or an experience of an individual or group for the task.
116 | P A G E
Two fundamental concepts:
1. Leadership styles
2. Maturity levels of individual or group
Leadership styles
• amount of Task Behavior
• relationship behavior
Four Behavior of Leadership Style:

• S1: Telling/Directive - characterize by one-way communication. This style is autocratic
style focused on high task/low relationship. Leader defines the roles of followers and tells
them what, when, where, and how to do different tasks. One-way communication flows
from the leader to the followers.
• S2: Selling/Coaching - attempts to convince the group. The leader behavior is high
task/high relationship. Leaders provide information and direction, but there is more
communication with followers. Leaders try to "sell" their message to the followers to
make them understand what is important for the organization.
• S3: Participating/Participative - the leader shares decision making with the group. This
style is high relationship/low task focus. Leader focuses more on the relationship and
people and less on direction. The follower is empowered to make many of the decisions
117 | P A G E
since he has the knowledge to do so. There is high level of trust and communication
between the leader and the follower.
• S4: Delegating - the leader is still involved in making decision. It is considered as low
relationship/low-task leader behavior. Leader passes most of the responsibility onto the
followers. The leaders still monitor progress, but they are less involved in decisions. The
style involves letting followers “run their own show”.
Four Maturity levels of the group:

• M1: basic incompetence or unwillingness in doing the task.
• M2: inability to do the task but willing to do so.
• M-3: competent to do the task but do not think they can.
• M-4: the group is ready, willing, and able to do the task
Four Permutation of competency commitment:

• D1
 Low competence and high commitment
• D2
 Some competence and low commitment
• D3
118 | P A G E
 High competence and low commitment
• D4
 High competence and high commitment
Four Development Levels Match to The Four Corresponding Styles of Leadership

D1-Low competence, High commitment S1-Directing/Telling
o need to be shown how to do something
o Are enthusiastic and committed
o willing to accept direction
o need direction and supervision
D2-Some competence, Low commitment, S2- Coaching/Selling
o need direction and supervision
o need support and praise
o involvement in decision making
D3-High competence, Low variable commitment, S3- Supporting/ Encouraging
o competent but who still lack of confidence or motivation
o they do not need much direction
o need support and encouragement
D4-High competence, High commitment, S4- Delegating/ Empowering
o high levels of both competence and commitment
o both able and willing to work by themselves with little supervision or
interventions
The Key Characteristic of effective leadership:

• to assess the situation correctly
• select
• apply the appropriate style
• continuously review your choice
B. Closure
Activity
119 | P A G E
Asking questions/ sharing thoughts and ideas/ insights /experiences.
IV. Evaluation
Answer the questions comprehensively.
1. As a leader, what are the right things that we need to do to our followers?
2. What are the duties and responsibilities of a leader?
3. How would you know if you are an effective leader?
V. References
 https://www2.palomar.edu/anthro/change/change_1.htm#:~:text=When
%20cultures%20change%2C%20they%20can,to%20the%20invention%20of
%20agriculture.
 https://www.yourerc.com/blog/post/workplace-culture-what-it-is-why-it-matters-
how-to-define-it#:~:text=Culture%20is%20the%20character%20and,and
%20satisfaction%2C%20and%20affects%20performance.
 http://psychology.iresearchnet.com/industrial-organizational-
psychology/leadership-and-management/life-cycle-model-of-leadership/
 https://www.slideshare.net/DarylTabogoc/hersey-blanchard-19344122?
from_action=save
Prepared by Kristina Bernadette M. Dulay
Discussant
120 | P A G E
MODULE
Chapter No.: VI
Chapter Title: HUMAN RELATIONS SKILL DEVELOPMENT.
Chapter Outline:
 Conflict Management
 Stress and Stress Management
I. Introduction
The aim for professionals in the workplace should not be to avoid conflict, but to
resolve it in an effective manner. Employees with strong conflict resolution skills can
effectively handle workplace issues.
Poor communication or interpersonal tension can easily cause simple disagreements

to flare up into resentment or worse.
Conflicts that can faster and grow will ultimately diminish productivity and damage
staff morale. Therefore, employers seek employees with the skills to manage and
diffuse conflict.
121 | P A G E
Stress problems are very common with many people reporting experiencing
extreme levels of negative stress. When stress is considered as something that occurs repeatedly
across the full lifespan, the true incidence of stress problems is much higher. Being "stressed out"
is thus a universal human phenomenon that affects almost everyone.
What are we talking about when we discuss stress? Generally, most people use the word stress to
refer to negative experiences that leave us feeling overwhelmed. Thinking about stress
exclusively as something negative gives us a false impression of its true nature, however. Stress
is a reaction to a changing, demanding environment. Properly considered, stress is more about
our capacity to handle change than it is about whether that change makes us feel good or bad.
Change happens all the time, and stress is in large part what we feel when we are reacting to it.

D. Identify the different types of Conflict Management.
E. Value the importance of Stress Management through the use video film.
F. Make a slogan about Stress Management.
III. Discussion
A. Preparatory Activity:
 Energizer: Aram sam sam.
 Game (The class will play: “Memory Game”)
(Discuss the following definitions of human relations.)
It is the process of limiting the negative aspects of conflict while increasing positive
aspect.
Types of Conflict Management Skills.

122 | P A G E
 Communication- Much unnecessary conflict can be avoided simply with
clear, accurate written and verbal communication.
Examples of Good Communication skills:

o Quickly addressing Problems.
o Active Listening.
o Leadership.
o Teaching Positive Behaviors.
 Emotional Intelligence- It is the ability to understand your own feelings
and those of others, and to handle those feeling well.
Examples of Emotional Intelligence:
o Helping Others.
o Compromising.
o Showing Curiosity.
o Showing Respect.
o Being Optimistic and Motivated.
 Empathy- Means feeling what others feel. The ability to see a situation
from someone else’s viewpoint, and to understand their needs, motivations,
and possible misunderstanding, is critical to effective conflict management.
o Asking for feedback.
o Building trust.
o Showing Compassion.
o Embracing Diversity and Inclusion.
o Managing Emotions.
o Good Interpersonal skills.
 Creative Problem Solving- Understanding and communication are all
very well and good, but do not help much if you do not have a solution for
the underlying problem.
o Collaborating.
o Sense of Humor.
o Conveying Meetings.
o Brainstorming Solutions.
o Decision Making.
o Verbal Communication.
123 | P A G E
Five Conflict Management Strategies
The Thomas-Kilmann model identifies two dimensions people fall into when
choosing a conflict resolution strategy: Assertiveness and Cooperativeness.
 Accommodating - To resolve conflict essentially involves taking steps to

satisfy the other party’s concern or demands at the expense of your own
needs or desires.
 Avoiding- Mostly tries to ignore or sidestep the conflict, hoping it will
resolve itself or dissipate.
 Compromising- It involves finding an acceptable resolution that will
partly, but not entirely, satisfy the concerns of all parties involved.
 Collaborating- It involves finding a solution that entirely satisfies the
concerns of all involved parties.
 Competing- It tries to satisfy their own desires at the expense of the other
parties involved.


124 | P A G E
Signs and Symptoms of Stress.
Cognitive symptoms:
 Memory problems.
 Seeing only the negative.
 Inability to concentrate.
 Constant worrying.
Emotional symptoms:
 Depression.
 Loneliness and isolation.
 Moodiness, irritability, or anger.
 Anxiety and Agitation.
Physical symptoms:
 Aches and pains.
 Nausea, dizziness.
 Chest pain, rapid heart rate.
 Frequent colds or flu.
Behavioral symptoms:
 Eating.
 Sleeping too much or too little.
 Using alcohol, cigarettes, or drugs to relax.
 Procrastinating or neglecting responsibilities.
1. Identify the sources of stress in your life. - Stress management

starts with identifying the sources of stress in your life. This is not as
straightforward as it sounds.
2. Practice the 4 A’s of Stress Management. - Avoid, Alter, Adapt &
Accept.
125 | P A G E
3. Get moving- When you are stressed, the last thing you probably feel
like doing is getting up and exercising. But physical activity is a huge
stress reliever—and you don’t have to be an athlete or spend hours in
a gym to experience the benefits. Exercise releases endorphins that
make you feel good, and it can also serve as a valuable distraction
from your daily worries.
4. Connect to others- There is nothing more calming than spending
quality time with another human being who makes you feel safe and
understood. Keep in mind that the people you talk to do not have to
be able to fix your stress. They simply need to be good listeners. And
try not to let worries about looking weak or being a burden keep you
from opening.
5. Be available for fun and relaxation. - Set aside leisure time, keep
your sense of humor, and Do something you enjoy every day.
6. Manage your time better- Do not over-commit yourself, Break
projects into small steps, Delegate responsibility, and Prioritize tasks.
7. Maintain balance with a healthy lifestyle. - Eat a healthy diet,
reduce caffeine and sugar, avoid alcohol, cigarettes, and drugs, and
Get enough sleep.
8. Learn to relieve stress in the moment. - The fastest way to reduce
stress is by taking a deep breath and using your senses—what you
see, hear, taste, and touch—or through a soothing movement.
C. Closure Activity
Sharing of ideas/insights/experiences about Conflict in your workplace and Stress.
IV. Evaluation
What are the ways on how to resolve a conflict in your workplace? Cite
an example.
V. References/ Resources:
https://www.thebalancecareers.com/conflict-management-skills-2059687
https://www.managementstudyguide.com/conflict-management-skills.htm
https://www.helpguide.org/articles/stress/stress-management.htm
Prepared by Christian Paulo Castro Maningas
Discussant
126 | P A G E
GRADUATE SCHOOL
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Determining Effective and Leadership Developing Processes

A. Leadership- Behavior and Approaches
B. Leadership Process- Techniques
C. Determining Organizational Effectiveness
D. Management Effectiveness vs Leadership Effectiveness
E. Integration of Goals and Expectations Towards Effectiveness
F. Issues, Concerns and Challenges
Submitted by:
BAMBA, CARLA JAMILA G.
DIZON, MONIQUE M.
MALLARI, ELLAINE RAIZA V.
TUBAY, ROSE ANN S.
MAEd-EDMA
Submitted to:

Professor, CTE
127 | P A G E
MALLARI, ELLAINE RAIZA
Part I: Introduction
What makes you a GOOD LEADER?

When can we say our actions and decisions are effective?
Who will be there to help us LEAD our members?
This module will give answers to our questions, it will clarify our confusions and lead us
to the right path of being an effective and efficient leader of these modern days. This
module contains all the context or information you need to have a harmonious
relationship with your co-workers and it will definitely boost your confidence as a great
leader of your team. It will definitely help you polish your skill and harness your ability
as you continue to study this learning material provided by the discussant.
128 | P A G E
Part II: Objectives
a. Classify the different

approches in effective
leadership
b. Examine the
importance of
leadership behavior
that each of us must
posses
c. Construct an effective
plan to lead the faculty
members during the
new normal set up in
schools.
Part III: Learning Cell
Leadership Behavior and Approaches
Leadership Behavior
Leadership behavior is the traits and actions that make an individual effective as a leader. This
behavior is the process by which a person can guide, direct and influence the work of others to
129 | P A G E
meet specific goals. These actions and strategies can be learned to increase the effectiveness of
those around them.
Why are effective leadership behaviors important?
Good leadership behaviors are crucial in order to become someone who inspires and leads people
to maximize efficiency and to achieve the goals of the organization. Leadership behaviors are
essential in order to:
 Increase the productivity of a team
 Retain people
 Nurture future leaders
But what’s the difference between A leader and a great leader? leaders can build a team
around them that is accountable, trusting, resilient, proactive, and passionate about their
workandcompanymission.
Learn compassionate management

While many leadership experts will tell you that empathy is critical to great leadership, it’s
actually compassion — an “ objective form of empathy” — that’s key to being more in touch
with your team. Practicing compassion comes down to training yourself to see situations through
another person’s perspective. Compassionate management involves taking the time to consider
and understand people’s stresses so you can be better equipped to take action. Unlike empathy,
compassion creates emotional distance, giving leaders the ability to proactively assist another
person. Being a compassionate leader can decrease team members’ stress levels and in turn,
increase their productivity and effectiveness.
Compassionate leadership means showing genuine interest in team members’ success and well-
being and a commitment to understanding, but not necessarily agreeing. As you practice this
skill, you’ll find that you’ll be able to develop more loyalty and trust with team members.
Practice this:
 Start meetings with your team by checking in with their emotional well-being: Are
they stressed? Feeling overworked? Distracted by something going on at home?
130 | P A G E
 Take a step back and check in with yourself: Are you feeling frustrated? Angry?
Reflecting on your own mental state can help improve your self-awareness and
emotional control.
 Foster transparency and be honest with people when things aren’t working out.
 Learn to forgive. Forgiveness has been shown to benefit health and psychological
well-being.
Leaders adapt to change
Great leaders are able to quickly change course themselves and also help their team evolve with
the organization’s needs. Adaptable people also tend to surround themselves with people of a
similar mindset, establishing a culture of learning and risk-taking.
These types of leaders (much like elite athletes) tend to operate at their peak performance
because they enjoy the process, continually push themselves and their teams forward, and aren’t
afraid of occasionally losing. They recognize that leadership is a lifelong learning process and
mistakes are optimal opportunities to better ourselves and our decision-making skills.
Practice this:
 Establish a weekly brainstorming meeting with yourself — push yourself toward
less traditional ways of thinking.
 Find a challenging pursuit that feels meaningful but not important enough that
failure cannot be tolerated.
 Seek new solutions to problems as opposed to leaning on the ones you typically
turn to.
Embracing a coaching mindset
Great leaders are able to tie people’s individual development to organizational objectives
ultimately increasing accountability, improving retention, and developing stronger leaders within
theirteams.
Practice this:
 Instead of praising a team member’s intelligence or talent, focus on reinforcing the

processes they used.
131 | P A G E
 When a team member makes a mistake, give feedback that enables them to grow
and fix the problem.
 Delegate in a way that develops people.
 Take time to thoughtfully construct a developmental plan for each person on your
team and review it often.
 Offer recognition for effort.
 Get to know team members as individuals in the context of work and beyond so
you can coach from a Whole Person perspective.
Leaders practice effective listening

Effective communication skills are key to building trust with your teammates and getting them to
buy into your vision.
Great leaders know that listening can be more empowering than speaking. Effective
communication skills are key to building trust with your teammates and getting them to buy into
yourvision.
Practice this:
 Catch the speaker’s key points and make sure you let her know you heard them.
 Strive to be more curious and remain open-minded.
 Practice allowing yourself to be fully present when speaking with teammates.
Cultivating an inspiring vision
One of the joys of being a leader is the opportunity to motivate and inspire people to do their best
work and pursue projects and goals that enable them to grow. While being inspiring might sound
like a soft pursuit, motivation theory has actually shown that there are proven ways leaders can
motivate and inspire their teams. Effective leaders prioritize the creation of an inspiring work
environment that propels their teams to see beyond their perceived limitations and step up to new
challenges. What’s their secret? Motivational leaders have a keen understanding of how to create
a strong sense of community and belonging within their organizations, regularly celebrate and
reward achievements, and set standards for performance by modeling drive, initiative taking, and
energy
Some leaders are born with innate talents and a set of behaviors that make them particularly
suited for greatness. But many leadership behaviors can be learned, developed, practiced over
time, and used to nurture a new generation of leaders that are yet to rise to the challenge.
132 | P A G E
How to demonstrate effective leadership behaviors:
Be honest
Be confident in your decisions
Be approachable
Provide objective feedback
Lead by example
Create a reward program for staff members
Change how you approach your work
Address potential issues before they become problems
Pay attention to the needs of individual employees and try to meet them
Encourage creativity by keeping lines of communication open
Five Common Leadership Styles
Common leadership styles employed today include:
1) Transformational Leadership
A transformative leader is a visionary who inspires others and encourages critical thinking and
innovation. Examples of transformational leaders include politicians like Winston Churchill and
business visionaries like Steve Jobs.
2) Participatory Leadership
Leaders who employ this hands-on style seek to bring a more democratic dimension to
management instead of utilizing a traditional top-down approach. This leadership style
133 | P A G E
recognizes that employees are stakeholders in the organization and are entitled to their own
voice. Participatory leaders empower employees who will be most affected by certain decisions
to have participation and/or decision-making capabilities in addressing those issues.
3) Value-based Leadership
Value-based leaders guide their teams by encouraging others to act in accordance with the
organization’s shared core values. Instead of focusing exclusively on metrics, values-based
leadership drives positive change by emphasizing the organizational mission and purpose. This
means having a leader who “walks the talk” and upholds the founding principles of the
organization.
4) Situational Leadership
This model was developed by business consultant and bestselling author Ken Blanchard and
behavioral scientist Paul Hersey. It is a framework for leaders to match their behaviors to the
performance needs of those they are working to influence. The Center for Leadership
Studies explains that situational leaders must have the ability to:
 Diagnose an individual’s performance readiness to complete a specific task

 Adapt leader behavior based on the diagnosis
 Communicate an influence approach in the manner that followers can both understand
and accept
 Advance by making the move toward higher performance
5) Servant Leadership
Servant leaders enrich the lives of others by focusing on building better organizations and
ultimately creating a world that is more caring and equitable.
134 | P A G E
135 | P A G E
Part IV: Evaluation
Assuming you are the principal of your school and you are the one in-charge of facilitating the
action plan for the new normal classes. The question is how are you going to lead your faculty
members to be an effective educator despite the hindrances we are facing because of the
epidemic? 136 | P A G E
What approach is suitable to measure the effectiveness of your leadership?
How are you going to deal if there’s going to be a stubborn co-worker?

Part V: References
https://tinyurl.com/y6xwaq3b
https://tinyurl.com/nck44uc
https://tinyurl.com/yxkm2ylm
137 | P A G E
https://tinyurl.com/yym3xnbs
https://tinyurl.com/yy8jrge3
138 | P A G E
MASTERS
MASTERS IN
IN EDUCATION
EDUCATION
DEPARTMENT
DEPARTMENT
TSU VMGO
VISION Tarlac State University is envisioned to be a premier university in Asia and the
Pacific.
MISSION Tarlac State University commits to promote and sustain the offering of quality and
programs in higher and advanced education ensuring equitable access to
education for people empowerment, professional development, and global
competitiveness.
Towards this end, TSU shall:
1. Provide high quality instruction trough qualified, competent and
adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research
undertakings in the fields of technology and sciences and
strengthening collaboration with local and international
institutions.
Be a champion in community development by strengthening partnership with public
and private organizations and individuals.
CORE VALUES The six(6) core values institutionalize as a way of life of the university
community are:
E – xcellence and Enhanced Competence

Q – uality
U – nity
I – ntegrity and Involvement
T – rust in God, Transparency and True Commitment
Y – earning for Global Competitiveness
139 | P A G E
140 | P A G E
RATIONALE:
This module is designed as one of the most appropriate teaching techniques in
distance learning in order to help the students grow and develop at her/his own pace. This will
serve as a guide for the different lessons that will be discussed in this course.
INSTRUCTION TO THE USERS

1. Answer the pretest before each lesson
2. Read and study the content of each lesson in the module
3. Do/answer the activity after each lesson
4. Use other resources as your reference in this subject
5. Microsoft Teams will also be used as platform in the class. The students are advised to
download and install such application and just login using the TSU account
( @student.tsu.edu.ph).
COURSE EDUC 505- HUMAN RELATIONS IN MANAGMENT
DEVELOPER DR. MELLANY G. MASANGKAY

Professor
mgmasangkay@tsu.edu.ph
MS. ROSE ANN S. TUBAY

Student
rastubay@tsu.edu.ph
COURSE The course is designed for students to know and understand the
DESCRIPTION organization, principles of management and practices, the
interrelationship between and among the various educational
inputs which will lead to effective coordination, control and
operation of the organization
I. Syllabus Orientation
COURSE OUTLINE
II. Review Concepts
III.Human Relations: The personal scale
IV. Motivating Environment: It’s Interrelationships
V. Human Relations in Group
VI. Human Relations Skills Development
141 | P A G E
VII. Determining Effectiveness and Leadership Developing
Processes
VIII. Human Relations Issues in a Changing Business World
CHAPTER TITLE Determining Effectiveness and Leadership Developing Processes
SCOPE  Leadership-Process Techniques

 Determining organizational effectiveness
1. Acquire knowledge of, understand, and critique Leadership
LEARNING
process Techniques
OBJECTIVES
2. Determine factors affecting organizational effectiveness
3. Display the importance of Leadership process in
Organizational Success
A. Developmental Activity: Discussion Proper

Leadership process Techniques
Leaders of every institutions, private or public, play a very crucial role in driving its people
towards organizational success. A leader may either make or break its people and the institution
as a whole. No successful organization would be in its peak of success without effective
leadership.
Before dwelling in deeper into our discussion, let us first identify how a leader was defined by
various individuals.
“Leaders are people who do the right thing; managers are the people who do things right,” –
Professor Warren G. Benis
“Leadership is the art of motivating a group of people to act toward achieving a common goal.” –
www.thebalancesmb.com
“Leadership is the act of guiding a team or individual to achieve a certain goal through direction
and motivation.” – www.indeed.com
What then is effective Leadership? Below are some Leadership Process/techniques.
1. Leading by Example. It is indeed true to say that every leader is a manifestation of its
people. An effective leader must be able to successfully show the way towads the
institutional attainment of its vision, mission and goals. Some of the ways of leading by
example are 1.) Listening to the team, 2.) Respecting the Chain of command, 3.) Getting
142 | P A G E
your hands dirty- leaders must know their trades well and must be involved in the actual
work, 4.)Deliver on promised results, and Valuing people.
2. Praise employee’s to motivate others. A few words of compliment won’t hurt right?
Afterall, it’s free. Giving your employee praise that they deserve creates an impact to the
other employees than you can imagine. As cliche’ as it seems but we really have to give
credit when it’s due. Giving credit where credit is due is a very rewarding habit to form.
Great things happen when you don’t care who gets the credit.
3. Show your employees that they matter
There is nothing worse for motivation than working with a dismissive leader. An
effective leader always puts in his mind that every employee have a piece of pie to offer,
which means every employee and employees work may it be small or big is a
contributory factor towards organizational success.
4. Identify and address employee dissatisfaction. An effective leader must also be sensitive
of the needs and struggles of its people. That is, know your employee by heart and not
only by mind, try to emphatize and communicate with your employee regarding things
that might hinder them in performing at their best.
Developing an Emotional Bank Account
Stephen Covey first put this Idea in his book The Seven Habits of Highly Effective
People. He used the methapor of Emotional Bank Account to describe “ the amount of trust
that’s been built up in a relationship” (p. 188). “This is one of the most powerful concepts to date
on building relationships based on trust. He uses the idea of money banking where accounts
always starts with a neutral(zero) value. Through relating with the people around us, we make
deposits and withdrawals. However, instead of using currency as a foundational unit of all the
processeses happening in an account, EBA uses emotional unit instead.
How does the Emotional Bank Account Works? Deposit to the EBA is done through doing
positive things to the people around you. For example, deposit may be in a form of kind words,
giving a helping hand, a simple words of encouragement and even a simple gesture of showing
up on time. On the other hand, unkind words, deeds/act, breaking trusts, failing to remain true to
yours words are examples of withdrawal from the Emotional Bank Account (EBA).
THE SANDWICH METHOD
“The sandwich method” is a form of feedback that wraps negative feedback in praise.
Also, when you use sandwich technique, you should make request not demand.
Example :
Let us say you need more alone time, someone’s offering a help.
Instead of saying “I can do it” you say
143 | P A G E
“I appreciate all your support and I need your help in this.”Then place your request. “But it
would be great if I challenge my ability this time. This will help me grow. Thank you for your
concern”.
Assume Sofia led a brainstorming meeting for an important project. Habitually, Sofia does not
circulate the agendas prior to the meetings she leads. After one such meeting, Sofia’s manager
uses the sandwich feedback technique to persuade her to be more organized:
Praise:
“Sofia, we had a very productive meeting. We had the right participants and collected all the
necessary inputs from other departments. Thanks for your coordination.”
Criticism: “ Did you notice that the discussions were unsystematic? When you do not distribute
an agenda prior to the meeting, the participants do not come prepared. During the meeting, they
have to go back to their desks to collect information. Additionally, we tend to spend a lot of time
disgressing from the meeting objectives. How can you avoid?”
Praise: “ You are doing so well with gathering all the inputs. I am pleased about your diligence
in circullating minutes of your meetings and following-up on action items.
The sandwich feedback technique enables a manager to restructure feedback so it is easier to
deliver. The technique also reinforces good behavior and asks for improvement.
As leaders, is also worth noting that when we have issues with our faculty, solutions to their
problem must come from them. A leader must always asks the perspective of his members and
not just merely dictating what to do. Also, adress issues in private not publicly.
Organizational Effectiveness
Organizational Effectiveness refers to how well an organization can achieve its stated aims.
What are the determinants of an effective organization?
1. People : skills,behavior, culture
2. Tools and Technology
- The right tools and technology can improve efficiency and results across virtually every
organizational function.
- But the wrong tools- or improper use of those tools- can be ineffective and costly.
3. Vision, mission and strategy

Tarlac State University
144 | P A G E
Center of Development in Teacher Education
145 | P A G E
MAED EDMA – EDUC 505 MODULE
TOPICS:
Management Effectiveness Vs Leadership Effectiveness
Integration of Goals and Expectations towards
Effectiveness
Submitted by:
MONIQUE M. DIZON
146 | P A G E
MODULE
Chapter No.: VII
Chapter Title: Determining Effectiveness and Leadership Developing Processes
Chapter Outline:
 Management Effectiveness Vs Leadership Effectiveness
 Integration of Goals and expectations towards effectiveness
VI. Introduction
We all know that effectiveness is the degree to which something is successful in
producing a desired result; success.
Effective management does not only involve driving your employees to perform
better, it also involves treating them with respect and ensuring they are happy. In
reality, there is no such thing as the ‘right’ management style as it all depends on
different people’s perspective.
Before understanding the concept of effective management, it is important to know
what makes an effective manager. Effective managers are those who achieve set
targets before the deadline and make use of resources in the best possible manner.
In this module/report we will be focus more on being effective manager and effective
leader.
VII. Learning Objectives
W. To discuss the definition of effectiveness
X. To differentiate effective management and effective leadership
Y. To give the importance of being an effective manager and effective leadership
Z. To explain the integration of goals and expectations towards effectiveness
VIII. Discussion
M. Preparatory Activity
Play the activity “LOOK at me and SAY 1 word”
147 | P A G E
What can you see in the picture?
N. Developmental Activities
Effective management refers to the extent to which
managers achieve their targets with the assistance of
organizational resources. Effective managers are
responsible for performing certain key functions, such
as:
 Setting targets and deadlines for their employees;
 Organizing work in an efficient manner;
 Controlling organizational activities and helping
improve the efficiency of employees.
Effective managers help their employees in successfully
achieving their goals which also helps the organization
achieve its overall targets.
PETER DRUCKER
According to him, Effective managers follows five basic
practices.
1. Spend time
2. Focus
3. Build on strength
4. Concentrate
5. Decision making
Characters of Leadership
1. Empathy
2. Consistency
3. Honest
4. Communication
5. Needs support from all
Management Effectiveness Vs Leadership

Effectiveness
148 | P A G E
Management is about directing resources to reach goal. Leadership is
motivating others to reach a goal.
Manager Vs Leader
o Managers gain authority by position.
o Leaders gains it by influence and character.
o Manager is someone who have to follow.
o Leader is someone who you like to follow.
o Managers want everything to be in order.
o Leaders want to control everything.
Managers and Leaders both have goals and expectations. The key difference
is that leaders set their own. Managers follow the goals/expectations of
leaders.
Integration of goals and expectation towards the effectiveness
What is goal?
A goal is an idea of the future or desired
result that a person or a group of people
envision, plan and commit to achieve.
What is expectation?
A strong belief that something will happen or
be the case in the future.
Goal setting for employee is to maximize the employee’s potential and
capabilities and load the employee with a specific target to achieve. It does
lead to employee effectiveness in performing his job.
Goal setting and clear communication would mean that employees will
understand the goals set and know the direction to work towards to achieve
organisation effectiveness”.
The greatest motivation and performance is achieved with moderately difficult
goals (somewhere between too easy and too difficult). Goals should be
attainable, but at the same time they must be a challenge.
As a manager, you need to let your employees know your expectations of
them clearly and simply.
Setting expectations for your employees is an essential responsibility that
many business owners gloss over. Clear employee expectations benefit not
only your staff, but your business as a whole.
149 | P A G E
"Every employee wants to be successful at work, and this can only be
achieved if they know what is expected of them from their organization and
their team,"
"Regular discussions between employees and their supervisors should be
conducted, including reviewing performance contributions, goals to set for the
coming year and their professional development opportunities.
O. Closure Activity
IX. Evaluation
 If you will be given a chance to be the school head of your school, what will
you choose between being an effective manager or effective leader? Why?
 What are the 3 values you want to consider for being an effective manager?
 What are the 3 values you want to consider for being an effective leader?
X. References
https://www.lsbf.org.uk/blog/opinion-features/the-golden-rules-of-effective-
management#:~:text=Effective%20management%20refers%20to%20the,the
%20assistance%20of%20organisational%20resources.
https://www.michaelpage.co.uk/advice/management-advice/development-and-
retention/what-makes-effective-manager#:~:text=Effective%20managers%20are
%20always%20good,ensure%20that%20they%20perform%20well
MONIQUE M. DIZON
150 | P A G E
MODULE
151 | P A G E
Chapter No.: VII
Chapter Title: Determining Effectiveness and Leadership Developing Processes
Chapter Outline:
 ISSUES, CONCERNS & CHALLENGES
I. INTRODUCTION
“How to become a great leader?” There is no such thing. It’s absurd as asking
what makes a great politician. WHY? There are no right answers to politics and
leadership. Why look for answers that don’t exist?
Leadership is not everyone’s cup of tea. If you Google "Leadership Challenges"

now, you will get almost 214 million results. You get to enjoy a position of power and
authority, but leadership is a big responsibility. It also comes with its own problems,
which is why it can be so hard to lead a group of people successfully. There are several
leadership worries that plague nearly every leader.
II. OBJECTIVES
A. To discuss issues about leadership.
B. To raise awareness on the concerns of a leader.
C. To familiarize oneself with the challenges that a leader face.
III. LEARNING CELL
ISSUES
152 | P A G E
Looking through the definition of “issues” it is defined as the an important topic
or problem for debate or discussion according from Oxford Languages. To spice up the
discussion, let us tackle on the issue, “CAN LEADERSHIP BE LEARNED OR IS IT AN
INHERITED TRAIT?” Is there a leadership gene that enables certain individuals to be
more effective leaders than others in all situations? Most executives I know agree with
me that this is not the case and that leadership skills certainly can be learned. (It would be
a very sad world indeed if this were not true.) If leadership was truly defined at birth,
then companies should be recruiting their future leaders from kindergartens instead of
grad schools.
CONCERNS
What Worries Leaders the Most?
Self-Doubt
153 | P A G E
This is a major concern for a leader. Every leader will fall prey to self-
doubt at some point or the other. When you lead a group of people, they place
their trust in your vision and what you intend to do. Self-doubt is common in such
cases.
Failure to Keep Up with Change
A leader is required to keep up with the changes happening in their

environment. This is important because they need to be prepared for the effect a
certain variable may have on their goals and objectives. If a leader is unable to
respond to these changes, their goals can become obsolete very quickly. Given the
rapid pace of the world we live in, this fear is very real for any leader
Maintaining Integrity
Leaders are often faced with situations where they need to be diplomatic.
This can compromise their integrity. You must pick your battles carefully and in
some cases, your lack of action may also draw criticism from others.
Understanding when you need to stand up and fight and when you must pull out is
hard.
Taking Hard Decisions
Leaders are often required to make hard decisions. In some cases, they
need to be kind and compassionate. In others, they need to establish the discipline
required to manage their team. If an incident compromises the quality and hinders
your progress, then you must take the necessary steps required to restore order.
To Sum It Up
There are several things that worry a leader. Among these, self-doubt is
easily the biggest concern for a leader. It can influence your decision-making
skills, which can be very damaging. It is important to remember that leadership
begins from within. If you do not believe in yourself, others will not believe in
you either.
154 | P A G E
CHALLENGES
1. Honing Effectiveness: the challenge of developing the relevant skills — such

as time-management, prioritization, strategic thinking, decision-making, and
getting up to speed with the job — to be more effective at work.
2. Inspiring Others: the challenge of inspiring or motivating others to ensure

they’re satisfied with their jobs and working smarter.
3. Developing Employees: the challenge of developing others, including

mentoring and coaching.
4. Leading a Team: the challenge of team-building, team development, and team

management. Specific leadership challenges include how to instill pride, how to
provide support, how to lead a big team, and what to do when taking over a new
team.
5. Guiding Change: the challenge of managing, mobilizing, understanding, and

leading change. Guiding change includes knowing how to mitigate consequences,
overcome resistance to change, and deal with employees’ reactions to change.
155 | P A G E
6. Managing Stakeholders: the challenge of managing relationships, politics,
and image. These leadership challenges include gaining managerial support,
managing up, and getting buy-in from other departments, groups, or individuals.
How to Respond to the Top Leadership Challenges Around the World
1. Set goals.
Be proactive in setting goals, as well as establishing the timelines — and

deadlines — necessary to keep yourself and your teams on track. The distractions
that you face can make it easy to lose sight of long-term and even short-term
goals.
2. Delegate more.
You’ll be more productive tackling leadership challenges, and you’ll empower

your colleagues to take more ownership if you delegate.
3. Maximize your unique value.
Prioritize by focusing on doing the most important tasks that only you can do.
There will always be more things competing for your attention than you have time
and energy to do. Prioritize the most important tasks that only you can do, and
delegate everything else.
4. Get role clarity.
Understand what the core responsibilities are for your role, and what are
secondary responsibilities, or even work that belongs to someone else.
IV. EVALUATION
State your take on the issue, “CAN LEADERSHIP BE LEARNED OR IS IT

AN INHERITED TRAIT?”
V. RERENCES
156 | P A G E
C e n t e r f o r C
https ://www.ccl.org/articles/leading-effectively-articles/top-6-leadership-
challenges/>.
C h r i s C a p l i c e
https://ctl.mit.edu/sites/ctl.mit.edu/files/SCMR_March2011_talent_Caplice.pdf>.
Jefferson Maguire 2019, accessed 9 November 2020,

<https://www.jeffersonmaguire.co.uk/blog/2019/06/what-worries-leaders-most>.

GRADUATE SCHOOL
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Human Relations Issues in a Changing Business World

A.Customers and your Company Image
B.Managing Diversity
C.Managing Personal Problems
D.Business Ethics
E. Management: A Synthesis of Theory
157 | P A G E
Submitted by:
BOTICTIC, JEVEREY
EUGENIO, MARCO L.
VALENTIN, YNA BETHANY
PANLILIO, JAY HAROLD
MAEd-EDMA
Submitted to:

Professor, CTE
MODULE
Prepared by: Jeverey Botictic
Chapter No.: VIII
Chapter Title: Human Relations Issues in a Changing Business World
CUSTOMER AND YOUR COMPANY IMAGE
I. Introduction
Every time we pick up the newspaper, workplace issues make the headlines. We read
about the nationwide shift to a service economy, diversity and globalization,
corporate ethics, and the difficulties in balancing the increasing stresses of home
careers, and family life in the urge to “have it all”. But what do these terms really
mean, and how can we use human relations skills to handle these and other workplace
issues that promise to make news for years to come? The following topics such as
Customer and your company Image, Managing Diversity and personal problems,
Business Ethics and Management will help us to offer answers.
158 | P A G E
A. To discuss the definition of Customer.
B. To Differentiate the issues in Customer in a changing business world.
C. To apply the methods and strategies in Handling customer experience.
III. Discussion
Video Presentation. Watch and share your insights about the video presentation in
human relations issues in a changing business world.
(Discuss the Human Relations Issues in a Changing Business World)
CUSTOMERS AND YOUR COMPANY IMAGE
What is customer service? In the entrepreneurship customer service is define as involving

yourself to the customer. Customer is the one who buys goods and services. They are the most
important ones in our business.
Keeping Customer are not an easy task in the business word. Dr. Michael LeBoeuf in his
book “How to Win Customer and keep them for life”, points out that customers buy only two
things: good feelings and solution to problems. Everything that a customer wants from you will
fall into one of those two categories.
For example:
1. You don’t sell clothes. You sell a sharp appearance, style, attractiveness, comfort and
warmth.
2. You don’t sell insurance. You sell peace of mind for people and their families.
3. You don’t sell toys. You sell happy moments for children.
4. You don’t sell house. You sell comfort, contentment, a good investment, pride of
ownership, privacy, and space.
Good customer service is necessary to keep a customer. According to John Tschol says that
“you have a good service only when customers think you do”. He also says that, in a sense,
159 | P A G E
customer service is selling. It’s selling because satisfied customers come back to be customers
again.
Good service (which always includes good human relations) is the main reason for repeat
business. The cost of finding a new customer is five times greater than the cost of keeping the
customer you have. Unhappy customers have a high cost, too, the average disgruntled customer
tells 8 to 10 other people about the unpleasant experience. Clearly, treating your customer as the
most important part of the organization will pay off in the long run, in terms of growth and added
profits.
The two simplest principles of Customer Service
When you are dealing with any type of customer, two principles help greatly:
1. Find out what the customer needs

2. Do whatever is necessary to satisfy that need.
The Customer’s Needs __ Basic Human Needs
To be
accepte
d By
To Feel other
Comfortable
To Feel appreciated
To Be Recognized
To Be treated with respect
To Be welcomed and acknowledge
To Be listened to
To Be Treated with fairness
To Be treated as individual
Establish A bond with the customer
160 | P A G E
Here are three principles that will help you form a bond or trust with your customers:
1. Understand the customer’s real needs.

2. If your customer is another business, learn about that business.
3. Provide exceptional service.
Issues in Customer Service
Delivering Bad News
One of the touchiest human relations issues is the tough task of giving customers
unwelcome news ____ especially when they expect nothing but good news. Obviously, some
businesses must do this more than others. For example, a loan office in a bank will have to refuse
a certain number of applicants every month. A reservation clerk will have to break the “no
vacancy” news quite often. No matter how often we have to do it, many of us never get so we
enjoy saying “no” to customers. But developing sound bad news skill is essential and makes the
job less unpleasant.
Here are the four steps in giving the customer bad news like a professional:
1. Turn on your empathy. Not all customers will have the same behavioral response to bad
news so don’t treat all customers the same. Some customers may quickly respond with anger,
others may need time to absorb the information, others will ask lots of questions and some will
sense your unease and work with you calmly to solve the issue. Instead of spending hours
worrying about how the customer will respond, stop procrastinating, make the call and move on
to Step 2….
2. Listen without interrupting. Whatever the response, let the customer express their feelings.
Avoid interrupting as this can upset the customer further. Listen with the intent to understand.
Take notes of your customers concerns and feelings (either written or mental) as you are going to
need them for Step 3…
3. Acknowledge what you heard. Once the customer has expressed their feelings and their
concerns, paraphrase what you have heard; “I understand this has made you feel
annoyed/frustrated/angry/disappointed and this is going to affect your
family/friends/plans/outcomes. Use their examples not some generic response. When you repeat
back to an upset customer what they have said, this confirms you were listening and that you
care about their situation, so much so that you can now move to Step 4…
4. Offer support/solutions. Now is the time you can talk alternatives or solutions but make sure
they are matched to the specific needs of your customer. Often your solutions will be the same
161 | P A G E
for every customer but show you care by confirming how that solution will help their situation. It
may still be less than what the customer wants but it conveys respect.
Support the customer’s Self-Esteem
As with all parts of the human relations process, the customer relations issue has much to
do with the self-esteem of the customer. Almost all customers need to have their self-esteem
bolstered. This is true because customers are just people; and as we’ve learned, we have that
need.
Here are steps you can take to build up your customer’s self-esteem:
1. Put the customer at ease.

2. Put yourself in the customer’s place.
3. Make the customer feel understood.
4. Make the customer feel important.
5. Praise the customer appropriately.
Handle the difficult customer professionally
Here are some easy-to-follow guidelines guidelines for dealing with a customer who is
already angry.
1. Let the customer vent.

2. Get the facts.
3. Be sure you understand the customer’s feelings.
4. Suggest a solution.
5. End positively.
6. Don’t expect to win them all.
Ten Commandments of Good Business
1. A customer is the most important person in any business.

2. A customer is not dependent on us; we are dependent on the customer.
3. A customer is not an interruption of our work; the customer is the purpose for our work.
4. A customer is doing us a favor by calling; we are not doing them a favor by serving him
or her.
5. A customer is a part of our business, not an outsider.
6. A customer is not a cold statistic, but a flesh and blood human being with feelings and
emotions like our own.
162 | P A G E
7. A customer is not someone to argue with or match wits with.
8. A customer is someone who brings us work; it is our job to fill those needs.
9. A customer deserves the most courteous and attentive treatment we can give.
10. A customer is the lifeblood of this business.
IV. Evaluation
Create a Venn Diagram showing how we can use human relations skill to
handle customer and your company image.
V. References
https://www.theanswerco.com/changing-human-resources-in-changing-business-world/
https://saylordotorg.github.io/text_human-relations/s05-what-is-human-relations.html
https://www.investopedia.com/terms/c/customer.asp
MODULE
Prepared by: Marco L. Eugenio
Chapter No.: VIII
MANAGING DIVERSITY
I. Introduction
A diverse workforce is a reflection of a changing world. Diverse work teams bring
high value to organizations. Respecting individual differences will benefit the work
place by creating a competitive edge and increasing work productivity.
163 | P A G E
A. To discuss the definition of diversity
B. To identify most frequently encountered barriers for accepting workplace
diversity
C. To find out ways to increase awareness about workplace diversity
III. Discussion
Game
(The class will play: “Colored Puzzle game and Four-pics -one word)
(Interactive Questioning about Diversity)
● Remember the last time you went to a lively dinner party? One with a mix of different
people with plenty of interesting things to say?
● You may not have noticed, but the host was busy bringing people together, making them
feel welcome and moving the conversation along.
● You may not have noticed, but the host was busy bringing people together, making them
feel welcome and moving the conversation along.
Defining the meaning of Diversity
● According to Queensborough Community College, the concept of diversity encompasses

acceptance and respect. It means understanding that each individual is unique, and
recognizing our individual differences. These can be along the dimensions of race,
ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities,
religious beliefs, political beliefs, or other ideologies. It is the exploration of these
differences in a safe, positive, and nurturing environment. It is about understanding each
164 | P A G E
other and moving beyond simple tolerance to embracing and celebrating the rich
dimensions of diversity contained within each individual.
● Harold Andrew Patrick and Vincent Raj Kumar defined diversity management is a
process intended to create and maintain a positive work environment where the
similarities and differences of individuals are valued. The literature on diversity
management has mostly emphasized on organization culture; its impact on diversity
openness; human resource management practices; institutional environments and
organizational contexts to diversity-related pressures, expectations, requirements, and
incentives; perceived practices and organizational outcomes related to managing
employee diversity; and several other issues
● And According to Linda Human’s International Journal of Man Power, Managing
diversity, multiculturalism, affirmative action and equal employment opportunity are
words in common currency in a newly democratic South Africa as they are in most
democratic countries of the world. However, in South Africa, as elsewhere in the world,
these concepts are frequently confused, often misunderstood and, in some instances, form
the theoretical backdrop to practical programmes of dubious efficacy at best and which
may be counterproductive at worst. Distinguishes between these concepts. Concentrates
on managing diversity and how this process is often hampered by an over‐emphasis on
“national culture” at the expense of broader individual identity and power relations.
Analyses how power relations impact on perceptions of “culture”, and ultimately on the
motivation, performance and development of “historically disadvantaged” employees.
Describes how this framework of understanding has informed the development of a
managing diversity skills training workshop which has been run successfully in corporate
and not‐for‐profit organizations alike.
● In a nutshell, diversity is a unique individual differences of people. These can be along
the gender, age, race, ethnicity, physical, mental and social abilities, economic status and
beliefs. Having a diverse nature of people will not only lead us to the negative impact that
will bring us to misunderstanding and emotional and mental gap but it will also clear
picture of uniqueness and openness to individual differences.
165 | P A G E
How to Manage Diversity
1. Prioritize Communication:
To manage a diverse workplace, organizations need to ensure that they effectively
communicate with employees. Policies, procedures, safety rules and other important
information should be designed to overcome language and cultural barriers by translating
materials and using pictures and symbols whenever applicable.
2. Treat each employee as an individual:

Avoid making assumptions about employees from different backgrounds. Instead,
look at each employee as an individual and judge successes and failures on the
individual’s merit rather than attributing actions to their background.
3. Encourage employees to work in diverse groups:
Diverse work teams let employees get to know and value one another on an
individual basis and can help break down preconceived notions and cultural
misunderstandings.
4. Base standards on objective criteria:
Set one standard of rules for all groups of employees regardless of background.
Ensure that all employment actions, including discipline, follow this standardized
criterion to make sure each employee is treated the same.
5. Be Open- minded:
Recognize, and encourage employees to recognize, that one’s own experience,
background, and culture are not the only with value to the organization. Look for ways to
incorporate a diverse range of perspectives and talents into efforts to achieve
organizational goals.
Although diversity can present a number of challenges if not managed correctly – chief
among them being conflict within the organization – the benefits it will bring to your company
166 | P A G E
far outweigh the few potential issues. This makes diversity in the workplace a good thing to
have.
Benefits of having a diverse workforce
1. Innovation:
One of the biggest advantages of having a diverse workforce is improved innovation

in the workplace. Because the employees see things differently and also think differently,
interactions with each other will result in the sharing of ideas, knowledge and experiences
which makes brainstorming a lot more fruitful. Diversity in the workplace also makes
your employees more receptive to trying out new things which is key to creativity and
innovation at work.
2. Increased adaptability:
Having a heterogeneous employee base helps increase your organization’s
adaptability in the market as a diverse workforce will be in a better position to understand
what the consumer wants. This will lead to better product decisions.
3. Easier recruitment and retention:
High-quality employees are rare, which means you need to do everything possible to
acquire the few that are there. A recent survey by Glassdoor found that diversity was an
important factor for people when evaluating job offers and companies, which makes diversity
key for quality recruitment. Diversity also helps your employees feel included and
appreciated in addition to helping them become more loyal and feel like they belong. This
helps with employee retention.
4. Increased productivity:
Diversity in the workforce ensures there’s diversity in the way of thinking. It also
provides you with a broad mix of expertise and experience in certain processes which
encourages your employees to interact and learn from each other. The kind of open
communication that results from this kind of interactions leads to improved teamwork
and collaboration. Additionally, diversity has been found to increase morale within the
167 | P A G E
workforce which not only leads to increased productivity but greater employee
satisfaction as well.
Although employing a diverse workforce has many advantages, it comes with

some disadvantages as well.
Disadvantages of Diversity
1. Diversity in the workplace can create communication problems.

People from different cultures may not speak the same language as their primary
communication option. Hiring people from different areas can provide unique
perspectives, but it can also cause issues with how co-workers speak with one another.
Even when the same language is spoken, there can be differences in the meaning of
certain words or jargon understanding problems that can create confusion in the
workplace.
2. Some teams become hostile during an increase in diversity.
Different perspectives create unique opinions and approaches to life that can
create severe disagreements in the workplace. It is not unusual for every person to believe
that their individual perspectives are the correct one, so they will share that information
with others. If someone should happen to disagree, then some people will take that as a
personal attack against their character, integrity, or even their spirituality.
3. Complaint levels often rise with a diversity initiative.
There tends to be more conflict between individual team members in a diverse

environment when compared to one where most people come from the same perspective.
Different habits and working styles can create bothersome results. Imagine sitting next to
a co-worker who needs to click a pen constantly to think, and that’s how some people see
this process. Without proactive management, an increase in complaints and grievances
typically occurs, which means there is more time and money spent on investigations.
168 | P A G E
The advantages and disadvantages of diversity in the workplace must be carefully
managed for the results to be successful. It may be an evolutionary process that
challenges everyone, but it is also an initiative that can help a company or an organization
and its teams thrive today, tomorrow, and well into the future.
C. Closure Activity
IV. Evaluation
Answer the following questions comprehensively.
a. How important is diversity to you, and what value does it bring?
b. Do diversity help organizations retain people longer?
V. References
https://hr.berkeley.edu/hr-network/central-guide-managing-hr/managing-
hr/interaction/diversity/introduction
https://www.jstor.org/stable/24331316?seq=1
https://www.google.com/search?
q=managing+diversity+introduction&oq=&aqs=chrome.0.69i59i450l8.756554769j0j15&sou
rceid=chrome&ie=UTF-8
https://www.slideshare.net/humaapkeliye/managing-diversity-1280026
https://corporatefinanceinstitute.com/resources/knowledge/other/diversity-management/
https://www.coursehero.com/file/p4gi87m/Conclusion-A-diverse-workforce-is-a-reflection-
of-a-changing-world-and/#:~:text=See%20Page%201-,Conclusion%20A%20diverse
%20workforce%20is%20a%20reflection%20of%20a%20changing,edge%20and
%20increasing%20work%20productivity.
https://journals.sagepub.com/doi/pdf/10.1177/2158244012444615
https://www.qcc.cuny.edu/diversity/definition.html
169 | P A G E
MODULE
Prepared by: Yna Bethany Valentin
Chapter No.: VIII
MANAGING PERSONAL PROBLEMS
BUSINESS ETHICS
I. INTRODUCTION
Everyone has a bad day from time to time. While a few bad days do not
necessarily signal a personal or work performance problem, changes in employee work
performance over a period of time may indicate a problem exists. Early identification of
an employee issue allows you to provide assistance before it becomes unmanageable.
Business Ethics is the system of laws and guidelines by which business

professionals and corporations operate in a fair, legal, and moral fashion. It’s a broad
topic covering everything from a corporation’s responsibilities to the public corporate
social responsibility to specific laws prohibiting illegal practices in the workplace.
When ethical guidelines are followed, trust develops between workers and
management as well as between the public and the corporation. Thus, business ethics lead
to a more productive workplace. Most corporations have a policy limiting the size of gifts
given to customers to a small monetary amount. For example, you can give a customer a
dozen golf balls but not a new set of golf clubs. This is to prevent kickbacks or bribes. If
the customer is going to do a business with you it’s because your product or service is
needed not because you gave them incentives outside the core business of the company.
II. OBJECTIVES
 To recognize the importance of managing personal problems
 To differentiate and enumerate the different kinds of personal problems
 To understand the importance of business ethics
170 | P A G E
III. LEARNING CELL/DISCUSSION
HUMAN RELATIONS ISSUES IN A CHANGING BUSINESS WORLD
Topics:
 Managing Personal Problems

 Business Ethics
What is personal problem?

- a phrase used in companies and organizations to mean a problem in a person's private life
outside of work, not relevant to their work life in the organization
Everyone has a bad day from time to time. While a few bad days do not necessarily signal a
personal or work performance problem, changes in employee work performance over a period of
time may indicate a problem exists. Early identification of an employee issue allows you to
provide assistance before it becomes unmanageable.
WARNING SIGNS YOU ARE EXPERIENCING PERSONAL PROBLEMS
1. Work Behavior Changes
- Changes in work performance, e.g., difficulty meeting deadlines, mistakes or

errors
- Difficulty concentrating or recalling instructions
- Fatigue, lack of interest or participation
- Excessive amount of personal time on the telephone, on break or unaccounted-for
time
2. Absenteeism
- Arriving late or leaving early
- Excessive excused and/or unexcused absences
- Frequent Monday or Friday absences, or absences with a pattern
3. Relationships with Others

- Edgy, irritable, impatient
- Over-sensitive, over-reactive, moody
- Suspicious, defensive, blaming others
- Yelling, harsh language, bullying
- Withdrawn or avoiding co-workers
4.
171 | P A G E
Other Changes:
- Accidents
- Deterioration in appearance
- Asking for advances or borrowing money from others
Being aware of these warning signs will help you recognize when a potential problem is
developing – especially if you notice a pattern of one or more of these behaviors evolving. As a
supervisor or manager, you can bring about positive changes at work. By addressing
performance problems proactively and by acting quickly in the event of a workplace crisis, you
can maintain a productive and safe work environment.
When you work as part of a team, there is an inherent social aspect to it. Workers are individuals
who each have their own personalities, likes, dislikes, and lives outside of the office. When
channeled properly, this can actually be an advantage as your team members build synergy and
are able to work together. They build relationships with each other, support each other, and can
achieve great results when they have developed that connection. On occasion, their team can
even be a source of relief when they are experiencing trials outside of the workplace.
But what if their personal problems begin to take over their work life as well? Studies show that
almost half (47 percent) of employees admit that their personal problems sometimes have an
effect on their workplace performance. Not only can this impact their work metrics, but it can
have a negative effect on their team members. Workers who have to pick up the slack for a
teammate who isn’t carrying their weight can begin to feel the strain and allow their own
performance to suffer. Eventually, if the situation is not handled properly, that one worker’s
struggle becomes the entire team’s issue.
Taking a step back and recognizing the true origins of your stress will help pave the way for
being able to deal with them effectively.
Take care of yourself
This applies whether you’re in the midst of a personal crisis or not. Making time for self-care
will arm you with the tools you need to manage a crisis should it arrive - and eventually, it will.
Activities will be varied wildly for each individual leader. Business woman Arianna
Huffington believes the secret to business success is prioritizing sleep, saying that “an effective
day at work actually begins the night before”. Practicing mindfulness, too, is now a popular and
172 | P A G E
powerful way to maintain focus during tumultuous times as well as morning bike ride to work to
give a transitional home-to-work headspace required to mull over any worries or problems. For
you, it could be anything from a weekly yoga class to going fishing.
Plan for business, plan for life
No one would dream of running a business without a solid plan - fail to plan, plan to fail as the
saying goes. In life, unlike in business, you are the only one accountable for your success, and so
you need to think carefully about what you need at home in order to maintain professional
success.
Knowing what really matters in your life will enable you to make time for the things you never
want to miss.
One framework to consider is the three O’s:
Outcomes: Start with a clear vision of what it is you want from life - taking into account values
and passions - and work backwards. What does that dream life look like in 2, 5, and 10 years’
time? How would leading that life benefit those closest to you at home and work?
Obstacles: Ask what is stopping you achieving this reality? Is it because you feel it is self-
indulgent to prioritize yourself? It’s not, it’s essential. Interrogating each self-limiting belief or
fear, in turn, will make you realize that you are in control of your own future.
Options: Remembering that you always have a choice will empower you to make those choices.
Life (and work) is a series of compromises, but in realizing you are in control, you will find the
confidence to pursue your goals - to the benefit of everyone around you.
Create the time and space you need
You have your life plan - now to make it happen. A good exercise is to keep a time log of
everything you do for one week, to understand not only how you are using, but also where you
are losing valuable time.
A properly articulated plan, integrated with your business priorities will enable you to time-block
those things that are most important to you. For example, you could block out your lunch hour
for a head-clearing walk to minimize the temptation to work through and discourage
interruptions. Or you might make it a personal priority - for the sake of your family and mental
well.
Building consistent rituals into your work schedule will help in minimizing the effects of the
unexpected. “Discipline, focus and organization will help you from being your own worst enemy
and adding chaos to your life.”
173 | P A G E
Not all stress was created equal
Managing personal problems isn’t about eliminating stress. Not all stress is bad for you. It can
motivate, galvanize and propel: the key is moderation and management.
Everyone has a different coping mechanism to achieve this balance. Two very different tactics,
the same outcome - turning stress into something positive.
Don’t hide it all away
It’s not healthy to bottle our feelings. On a personal level, most of us know this.
While it might feel unbefitting to share when times are tough, research actually says the contrary.
In looking into what makes the most effective teams, Google’s Project Aristotle found that
“psychological safety” - i.e. feeling that you can be open about whatever factors at play in your
private life are affecting your current mindset - was essential to creating a space in which teams
could propose and take business risk.
---------------------------------------------------------------------------------------------------------------------
Business Ethics is the system of laws and guidelines by which business professionals and
corporations operate in a fair, legal, and moral fashion. It’s a broad topic covering everything
from a corporation’s responsibilities to the public corporate social responsibility to specific laws
prohibiting illegal practices in the workplace.
When ethical guidelines are followed, trust develops between workers and management as well
as between the public and the corporation. Thus, business ethics lead to a more productive
workplace. Most corporations have a policy limiting the size of gifts given to customers to a
small monetary amount. For example, you can give a customer a dozen golf balls but not a new
set of golf clubs. This is to prevent kickbacks or bribes. If the customer is going to do a business
with you it’s because your product or service is needed not because you gave them incentives
outside the core business of the company.
IMPORTANCE OF BUSINESS ETHICS
Every company should have their own moral principles and guidelines. Following business
ethics has more benefits than you think. It will help you to keep and attract employees,
customers, and investors.
174 | P A G E
For example, consider that you are an “energy drink” manufacturing company and you’ve
proclaimed on the labels and advertisements that you don’t add any preservatives to the drink,
then You should adhere to the claims you’ve made. If you disobey your claims and sell the
product by adding preservatives, then it is considered as unethical business practice. It will
deteriorate your brand and eventually, you will lose trust from the customers. It also damages the
reputation and keep away the stakeholders. Therefore, following business ethics is very
important.
Reputation is one of the most important assets of a company and it is also one of the most
difficult tasks to rebuild once it is lost. You will start building a good reputation with consistent
ethical behavior. Potential Investors and shareholders are likely to get attracted to the companies
which adhere to their moral guidelines and promises they’ve made; this keeps the company’s
share price high.
To retain a positive reputation and image, businesses must be committed to operating on an
ethical foundation as it relates to respecting the surrounding environment, treatment of
employees, and good market practices in terms of customer treatment and price.
Employees also feel comfortable and wants to stay in the business for the long term when
working with a company which has strong business ethics. This increases the productivity and
reduces the labor turnover. They are also bound to follow the footsteps of the organization.
When an employee does his work with integrity and honesty, and by following the guidelines, it
will eventually benefit the company.
Create Ethical Culture in Organization
1. Define company ethics
175 | P A G E
Every company has spoken and unspoken rules about how to act within a company environment.
Give lucid explanations about what is okay and what is not okay. This includes behavior towards
other employees, customers, and the public. Sometimes these guidelines are different for
different companies.
2. Ensure that you have necessary tools
It is the duty of the Human resource department to ensure that the employees are equipped with
adequate tools which enable them to behave ethically in the organization. In this case, the HR
professionals can go with an HR software where they can be equipped with better tools & in turn
help employees receive the same.
3. Strengthen the Behavior You Want
Strengthening the behavior in an employee is an easy task. Offering awards and recognition is
one of the best ways to encourage the ethical behavior you want to reinforce in an employee. To
create a strong ethical culture in an organization, there has to be a constant communication about
ethical values among the members. You can also specifically explain about the behaviors you do
not want to inculcate
4. Focus on building skills
Create workshops that improve the ethical culture in the company. It is the duty of the
organization to build and develop ethical skills among the members rather than just stating the
behaviors which you encourage and behaviors that you do not. This should also develop ethical
behavior and problem-solving skills in an employee.
IV. EVALUATION
1. What should you do when your personal problems affect your job performance, mood
and behavior at work?
176 | P A G E
2. How would you recognize an ethical organization? What are its characteristics?
V. REFERENCES
https://insights.vitalworklife.com/blog/2015/05/29/15-warning-signs-your-employee-is-
having-a-problem
https://sakasandcompany.com/how-to-handle-personal-problems-at-work/
https://www.investopedia.com/terms/b/business-ethics.asp
MODULE
Prepared by: Jay Harold Panlilio
177 | P A G E
Chapter No.: 8
Chapter Title: HUMAN RELATIONS ISSUES IN A CHANGING BUSINESS WORLD
Chapter Outline:
 Management: A Synthesis of Theory
I. Introduction
Management is known to be the art, or science, of achieving goals and maintaining
continuous improvement through people, by making sure an optimal exploitation of
resources and people do what they are supposed to do.
Management is also the process of designing and maintaining an environment in
which people, working with resources and together in groups, efficiently accomplish
selected aims.
D. To discuss the definition of management
E. To categorize its functions
F. To apply and categorize each theory
III. Discussion
D. Preparatory Activity
Game (The class will play: “guess the picture”)
E. Developmental Activities
(Discuss the following definitions of management and theories.)
178 | P A G E
 MANAGEMENT – the function that coordinates the efforts of people to accomplish
goals and objectives by using available resources efficiently and effectively
 THEORIES – a set of interrelated propositions that organizes and explains a set of

observed phenomenon
 The new industrial enterprises that emerged in the nineteenth century demanded
management skills that had not been necessary earlier.
179 | P A G E
 Management application gradually evolved throughout the history.
 In the United States during the 20th century, numerous experiments assisted in the
evaluation of the importance of management in organizations.
 In the last two decades of the 20th century, a large number of new management theories
and concept were presented.
 The enthusiasm with which they were presented, and the speed with which they could
seem to supersede each other, might mislead the uneducated spectator to see each new
theory or concept as “the management fad of the year.”
 Practically all of these concepts have gained a lasting influence on today’s business
management, and each concept may be seen as another piece in the same big puzzle.
 To increase efficiency, Taylor tried to figure out the “one best way” to perform a
particular task.
 To do so, he used a stop watch to determine which method was the most efficient.
 These studies were known as “Time and Motion Studies.”
180 | P A G E
 Employers should gather, classify, and tabulate data in order to determine the “one best
way” of performing a task or series of tasks.
 Employers should also train employees in order to improve their performance.
 Maslow believed that individuals fulfill lower-level needs before seeking to fulfill higher-
level needs.
 That is, people satisfy their need for food before they seek self-fulfillment.
 Because one set of needs must be met before another is sought, Maslow referred to this as
a hierarchy of needs.
181 | P A G E
 Basic needs also include the physical conditions in which a person works, such as
heating, lighting, and noise. Once these basic needs are met, employers can address the
next level of needs—safety or security needs.
 Employees need to know that in the workplace, they are safe from physical,
psychological, or financial harm.
 By providing opportunities for co-workers to socialize with one another by providing
lunch rooms or allowing employees to attend company retreats.
 Such as job titles, awards, designated parking spaces, and promotions.
 By providing them with opportunities to be creative at work or allow them to become
involved in decision making.
 Theory x - To make sure that employees work, Theory X managers impose strict rules
and make sure that all important decisions are made only by them.
 Theory Y - managers believe that people are creative and will come up with good ideas if
encouraged to do so. They tend to give their employees much more freedom and let them
make mistakes.
182 | P A G E
 This approach focuses on totally satisfying both customers and employees.
 The drive to excel, to achieve in relation to a set of standards, and to strive to succeed.
 The need to make others behave in a way that they would not have behaved otherwise.
 The desire for friendly and close personal relationships.
F. Closure Activity
IV. Evaluation
 Why is it important to understand the theories in management?
V. References
 https://scholarworks.umt.edu/cgi/viewcontent.cgi?
referer=https://www.google.com/&httpsredir=1&article=6489&contex
t=etd
 https://corporatefinanceinstitute.com/resources/careers/soft-
skills/management-theories/
 https://courses.lumenlearning.com/wm-
organizationalbehavior/chapter/different-management-theories/
183 | P A G E
184 | P A G E

Human Relations in Management Class Module

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Human Relations in Management Class Module

Uploaded by

Copyright:

Available Formats

Human Relations in Management

First Trimester | 2020 | 2021

Towards this end, TSU shall:

I - ntegrity and Involvement

T - rust in God, Transparency & True Commitment

Y - earning for Global Competitiveness

II. Review Concepts

III. Human Relations: The Personal Scale

IV. Motivating Environment: It’s Interrelationships

V. Human Relations in Groups

VI. Human Relations Skills Development

VII. Determining Effectiveness and Leadership Developing Processes

VIII. Human Relations Issues in a Changing Business World

Human Relations: A Background

DR. MELLANY G. MASANGKAY

Course: EDUC 505 – HUMAN RELATIONS IN MANAGEMENT

Chapter Title: HUMAN RELATIONS: A BACKGROUND

Chapter Outline: ANNEXES:

II. Learning Objectives

 Next, according to researchgate.net “Human relation is a way of achieving goals.”

 In questia.com it has demonstrated clearly that the new content is people.

 Now let’s have a representation from Harry E. Benz of Ohio University

 H.R. in Education by Riley, Bob E.

 Also, H.R. simply means “interaction among people”

 In applied Basic Psychology, there are three (3) levels of behavior

 W. E. G. Scott has remarked, ‘Human relations are a process of an effective motivation

 According to Keith Davis “Human relations deals with motivating people in

 From the point of view of management, human relation is motivating people in

“Life is about relations, it’s all about people-people-people.

Importance of Human Relations:

1. Performance and Productivity:

3. Decreases Employee’s Turnover:

6. Develops Informal Relation:

7. Increased Employee Participation:

8. Understanding Human Resource:

9. Optimum Resource Utilization:

10. Miscellaneous Benefits:

To sum it up: It is a way of creating a Win-Win Situation

Highlight: Maslow’s Hierarchy of Needs

Course: EDUC 505 – HUMAN RELATIONS IN MANAGEMENT

Chapter Title: HUMAN RELATIONS: A BACKGROUND

Chapter Outline: ANNEXES:

A BRIEF HISTORY OF HUMAN RELATION

o Andrew Ure was interested in relations between people in manufacturing companies. In

 September 6, 1916, HENRY FAYOL

2. Organizing- Henri Fayol argued that in addition to planning a manufacturing

3. Commanding- Henri Fayol's management theory states that management must

4. Coordinating- According to the management theory of Henri Fayol, management

Henri Fayol’s Principles of Management

 September 6, 1927, ELTON MAYO (HAWTHORNE EFFECT)

 September 6, 1935-WAGNER ACT

 Dislike their work.

WHAT ARE NOT HUMAN RELATIONS

Human Relations: The Personal Scale

MEJIA, CANTICLE NIÑO R.

DR. MELLANY G. MASANGKAY

Human Relations: The Personal Scale

a. Attitudes and Values

b. Motivation: Increasing Productivity

The performance of an individual is largely dependent on the relation he shares with

IV. Learning Cell

o Attitude is a strong belief or feeling toward people, things and situations.

Attitude plays an important role in improving the relationship among the