UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City

SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

MODULE IN HUMAN RELATIONS IN BUSINESS

Course Title: Human Relations in Business

Credit Units: 3 units

Course Description:

Human Relations in Business is a course that emphasizes the importance of human relations as it applies
to work within an organization as well as to everyday life. This course will prepare the student to
function within diverse groups of people. It focuses on problem solving, group dynamics, teamwork,
communication, leadership styles, and business etiquette. The impact of technology on human relations
will also be discussed.

MIDTERM- MODULE 1 DEVELOPING TEAMWORK SKILLS

Intended Learning Outcomes:

On the completion of this module, the students would be able to:

Cognitive
 Develop and strengthen interpersonal leadership and teamwork skills.
 Allow them to think more flexibly when solving unexpected problems and to help them
reach results on personal and professional levels.

Affective
 Gain an understanding why effective teamwork and group communication are essential
for their professional and personal success.
 Understand the important dynamics of group communication and learn how to put them
into practice to improve your overall teamwork.

Psychomotor
 Know the value and the true essence of teamwork in the workplace.
 Demonstrate how Team work brings people together to work towards a common goal.

Learning Outcomes

 Discuss the importance of developing teamwork skills.

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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

 Define and explain what are teamwork skills?
 Illustrate what is a team and enumerate its types.
 Summarize the advantages and disadvantages of teams and teamwork.
 Explain team member roles.
 Illustrate the guidelines for the interpersonal aspects of team play.
 Discuss the guidelines for the task aspects of team play
 Explain why are teamwork skills important.
 Show how to improve teamwork skills.

LESSON 1. DEVELOPING TEAMWORK SKILLS

LEARNING ACTIVITIES

The purpose of this module is to present information and self-assessment, and skill-development
exercises that will assist the reader to develop teamwork skills. Being an effective team player is one of
the most important sets of behaviors in the modern workplace.

Teamwork skills are essential to your success at work, no matter your industry or job title.
Working well with clients, colleagues, managers and other people in your workplace can help
you complete tasks efficiently while creating an enjoyable environment both for yourself and
others. An organization that emphasizes good teamwork skills is typically a healthy, high-
functioning workplace.

What are teamwork skills?

Teamwork skills are the qualities and abilities that allow you to work well with others during
conversations, projects, meetings or other collaborations. Having teamwork skills is dependent
on your ability to communicate well, actively listen and be responsible and honest. There are
many other additional soft skills that can help you be an exceptional teammate at work that we
will discuss more below.

A team is a small number of people with complementary skills who are committed

to a common purpose, set of performance goals, and approach for which they hold

themselves mutually accountable.

I. TYPES OF TEAMS
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All workplace teams have the common element of people working together cooperatively and
members possessing a mix of skills.

A. Self-Managing Work Teams

The best-known work team is a group of workers who take over much of the responsibility for
managing their own work. A self-managing work team is a small group of employees
responsible for managing and performing technical tasks to deliver a product or service to an
external or internal customer. The vast majority of large- and medium-size firms make some use
of self-managing work teams. Such teams perform a wide variety of manufacturing and service
activities.

B. Cross-Functional Teams

A cross-functional team is a work group composed of workers from different specialties, at

about the same organizational level, who come together to accomplish a task. The people from
different specialties are supposed to blend their talents. Cross-functional teams are widely used
in product development.

C. Virtual Teams

Some teams conduct most of their work by sending electronic messages to each

other rather than conducting face-to-face meetings. A virtual team is a small group

of people who conduct almost all of their collaborative work by electronic communication
rather than face-to-face meetings.

II. THE ADVANTAGES AND DISADVANTAGES OF TEAMS AND TEAMWORK

Teams, as well as groups in general, should not be regarded uncritically; they have

both advantages and disadvantages.

A. Advantages of Group Work and Team Work

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1. A group of knowledgeable people can bring about synergy, whereby the group’s
total output exceeds the sum of each individual’s contribution.
2. Groups help gain acceptance and commitment.
3. Team members often critically evaluate each other’s thinking, thus avoiding
major errors.
4. Working in teams and other groups also enhances job satisfaction and need
satisfaction, such as the need for affiliation.

B. Disadvantages of Group Work and Teamwork

1. Groups and teams often talk too much and act too little.
2. A major problem in groups is pressure toward conformity to group standards of
performance and conduct which could hurt the organization.
3. Social loafing is the shirking of individual responsibility in a group setting. At
their worst, groups foster conflict, with people bickering about matters such as
doing a fair share of work.
4. Groups can become xenophobic, thus entering into conflict with other groups.

A key potential problem is groupthink, a deterioration of mental efficiency and moral judgment
in the interest of group solidarity. Groupthink is extreme consensus.

Two conditions are important for overcoming the potential disadvantages of teams and
groups.

1. The members must strive to act like a team.

2. The task given to the group should require collective effort instead of being a task
that could be better performed by individuals.

III. TEAM MEMBER ROLES

A major challenge in becoming an effective team member is to choose the right roles to occupy.
Frequently observed positive roles are presented here.

A. Knowledge Contributor

The Knowledge Contributor provides the group with useful and valid information,

and shares technical expertise with team members. A person occupying this role
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pays enough attention to the human element to get the task accomplished.

B. Process Observer

The process, or soft side, of teamwork includes the transactions that take place among and
between team members. The Process Observer forces the group to look at how it is functioning
by confronting others about the transactions taking place.

C. Collaborator

The collaborator keeps the team focused on its goal and frequently reminds the

group to do whatever is necessary to stay on track.

D. People Supporter

The People Supporter assumes some of the leader’s responsibility for providing emotional
support to teammates and resolving conflict.

E. Challenger

The Challenger confronts and challenges bad ideas, yet has good interpersonal skills. He or she
will criticize any decision or preliminary thinking that is deficient, including ethical problems.

F. Listener

Listening is part of other roles, yet it contributes so substantially to team success that it
comprises a separate role. The team leader must shift frequently into the Listener role. The
Listener provides summaries for the group.

G. Mediator

The Mediator attempts to resolve conflict by asking permission to interpret each position, then
makes the interpretation. Each side is given the opportunity to edit or correct the statement of
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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

his or her position. Mediation can move a group away from being stuck, and on to more
productive activity.

H. Gatekeeper

When the opportunity gate for speaking is closed for several members, the Gatekeeper
intentionally opens the gate. The Gatekeeper will request that a specific team member be
allowed to contribute, or that his or her past contribution be recognized.

IV. GUIDELINES FOR THE INTERPERSONAL ASPECTS OF TEAM PLAY

Effectiveness as a team player can be enhanced by understanding the skills, actions,

and attitudes required to be an effective team player. A convenient method for

classifying team activities in pursuit of goals is people-related versus task-related.

A. Trusting Team Members

The cornerstone attitude of an outstanding team player is to trust team members including the
leader. Working on a team is akin to a small business partnership. Trusting team members also
includes believing that their ideas are technically sound and rational until proven otherwise.

B. High Level of Cooperation and Collaboration

Cooperation and collaboration are synonymous with teamwork. Collaboration at a team level
refers to working jointly with others to solve mutual problems. Achieving a cooperative team
spirit is often a question of making the first move.

C. Recognizing the Interests and Achievements of Others

A fundamental tactic for establishing oneself as a solid team player is to actively recognize the
interests and achievements of others

D. Share the Glory

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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

An effective team player shares praise and other rewards for accomplishment even if he or she
were the most deserving. Shared praise is usually merited to some extent because teammates
have probably made at least some contribution to the achievement that received praise.

E. Don’t Rain on Another Person’s Parade

We all have achievements and accomplishments that are sources of pride. Belittling

the achievements of others for no legitimate reasons brings about tension and anger.

Suppress your feelings of petty jealousy.

V. GUIDELINES FOR THE TASK ASPECTS OF TEAM PLAY

The task aspects of team play also make a key contribution to becoming an effective

team player. A task aspect usually has interpersonal consequences.

A. Technical Expertise

Technical refers to the intimate details of any task, not just tasks in engineering, physical
science, and information technology. To be used to advantage, the expertise must be shared.
The technical expert must be able to communicate with team members in other disciplines who
lack the same technical background.

B. Assuming Responsibility for Problems

The outstanding team player assumes responsibility for problems. If a problem is

not yet assigned, he or she says, "I’ll do it."

C. Seeing the Big Picture

Effective team players need to think conceptually, or see the big picture. The team

leader who can help the group focus on the broader purpose plays a vital role.

D. Belief in Consensus

A major task-related attitude for outstanding team play is to believe that consensus
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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

has merit.

Consensus is the general acceptance by the group of a decision, including a willingness to

support the decision.

E. Focusing on Deadlines

People vary in their attitudes towards the importance of deadlines. Keeping the group focused
on deadlines is valuable because meeting deadlines is vital to team success.

F. Helping Team Members Do their Jobs Better

A person’s stature as a team player will increase if he or she takes the initiative to

help coworkers make needed work improvements. Identify a problem a coworker is

having, and then suggest alternatives he or she might be interested in exploring.

WHY ARE TEAMWORK SKILLS IMPORTANT?

You will be required to work alongside others in every industry at every level in your career.
Doing so in an empathetic, efficient and responsible manner can help you accomplish career
goals, grow your resume and contribute positively to your organization. It can also help you
build rapport with others. Building rapport can lead to deeper working relationships, new
connections and possibly new opportunities.

EXAMPLES OF TEAMWORK SKILLS

Teamwork skills are made up of many other soft skills you can work to develop over time. Here
are just a few examples of qualities that can help you improve your teamwork skills:

Communication
The ability to communicate in a clear, efficient way is a critical teamwork skill. When working
with others, it is important that you share relevant thoughts, ideas and key information. There are
many different types of communication skills including both verbal and nonverbal.

Responsibility
Within the dynamic of teamwork, it is important that the parties involved both understand the
work they are responsible for and make the effort to complete said tasks on time and up to the
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expected standard. With the entire team functioning properly by taking responsibility for their
own work, they can work together towards a common goal.

Honesty
Practicing honesty and transparency at work might mean working through a disagreement,
explaining that you were not able to complete a certain task on time or sharing difficult updates.
Without transparency, it can be difficult for a team to develop trust and therefore work together
efficiently.

Active listening
Much like communication, active listening skills can help a team to understand and trust each
other. Active listening is the act of trying to focus intently on one person as they share their
ideas, thoughts or feelings. You might also ask follow-up questions to dig deeper into what they
are communicating.

Empathy
Having empathy for your teammates can allow you to better understand their motives and
feelings. Taking the time to listen and understand how others think and work can help you to
communicate with them in the right ways.

Collaboration
Teamwork exists so that a group of individuals with a diverse set of skills and talents can work
together towards a common goal. It is crucial to work with other teammates to share ideas,
improve each other’s work and help one another to form a good team.

Awareness
In teamwork, it is important that you hone your ability to be aware of the team dynamic at all
times. For example, if one person is dominating the conversation or does not allow others to
share ideas, it is important that balance is restored so each teammate to contribute evenly.
Alternatively, if one person tends to be more shy or hesitant to share ideas, it is important to
create space so that all teammates feel comfortable to contribute their unique skills and abilities.

HOW TO IMPROVE YOUR TEAMWORK SKILLS

While it can take time and work to improve soft skills such as teamwork, it is certainly possible
to build these qualities. Here are a few steps you can take to improve your teamwork skills:

 Get honest feedback. It can be difficult to identify your own areas of improvement. Finding a
trusted friend, colleague or mentor that can offer you honest feedback about your teamwork
strengths and weaknesses can help you improve them.
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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

Set personal goals. Using both your own observations and feedback from others to form
achievable, relevant and time-constrained goals can help you improve one teamwork skill at a
time. Using the SMART goal framework is an easy way to set appropriate goals for your career.

 Practice. It takes time and practice to see improvements in your skill set. Pay close attention to
your teamwork interactions throughout the day both in and out of work.

 Mimic others with strong teamwork skills. When you see examples of great teamwork, take
note and identify why the interaction stood out to you. Apply those qualities in your own
interactions when working with others.

REFERENCE:

https://silo.tips/download/chapter-4-developing-teamwork-skills

MODULE IN HUMAN RELATIONS IN BUSINESS

Course Title: Human Relations in Business

Credit Units: 3 units

Course Description:

Human Relations in Business is a course that emphasizes the importance of human relations as it applies
to work within an organization as well as to everyday life. This course will prepare the student to
function within diverse groups of people. It focuses on problem solving, group dynamics, teamwork,
communication, leadership styles, and business etiquette. The impact of technology on human relations
will also be discussed.

MIDTERM-MODULE 2 GROUP PROBLEM SOLVING & DECISION MAKING

Intended Learning Outcomes

On the completion of this module, the students would be able to:

Cognitive
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 Learn to combine creative thinking and critical thinking to solve problems.
 Recognize what problem solving actually is and why it’s important to be good at it.
Affective
 Generate new ideas individually and with groups to arrive at decisions and solutions.
 Utilize the problem, tools and techniques to determine the best solution to a problem.
Psychomotor
 Identify and articulate problems clearly.

Learning Outcomes
 Discuss the common components and characteristics of problems.
 Explain the five steps of the group problem-solving process.
 Describe the brainstorming and discussion that should take place before the group
decides.
 Compare and contrast the different decision-making techniques.

LESSON 2 GROUP PROBLEM SOLVING & DECISION MAKING

LEARNING ACTIVITIES

Group Problem Solving

The problem-solving process involves thoughts, discussions, actions, and decisions that occur
from the first consideration of a problematic situation to the goal. The problems that groups face
are varied, but some common problems include budgeting funds, raising funds, planning events,
addressing customer or citizen complaints, creating or adapting products or services to fit needs,
supporting members, and raising awareness about issues or causes.

According to Adams and Galanes (2009), problems of all sorts have three common components:

1. An undesirable situation. When conditions are desirable, there isn’t a problem.

2. A desired situation. Even though it may only be a vague idea, there is a drive to better the
undesirable situation.
3. Obstacles between undesirable and desirable situation. These are things that stand in the way
between the current situation and the group’s goal of addressing it. This component of a problem
requires the most work, and it is the part where decision making occurs. Some examples of
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FIVE COMMON AND IMPORTANT CHARACTERISTICS OF PROBLEM-SOLVING
to consider are task difficulty, number of possible solutions, group member interest in problem,
group member familiarity with problem, and the need for solution acceptance (Adams &
Galanes, 2009).

1. Task difficulty. Difficult tasks are also typically more complex. Groups should be prepared to spend
time researching and discussing a difficult and complex task in order to develop a shared
foundational knowledge.
2. Number of possible solutions. There are usually multiple ways to solve a problem or complete a
task, but some problems have more potential solutions than others. Figuring out how to prepare a
beach house for an approaching hurricane is fairly complex and difficult, but there are still a limited
number of things to do—for example, taping and boarding up windows; turning off water,
electricity, and gas; trimming trees; and securing loose outside objects. Other problems may be
more creatively based. For example, designing a new restaurant may entail using some standard
solutions but could also entail many different types of innovation with layout and design.
3. Group member interest in problem. When group members are interested in the problem, they will
be more engaged with the problem-solving process and invested in finding a quality solution.
4. Group familiarity with problem. Some groups encounter a problem regularly, while other problems
are more unique or unexpected. A family who has lived in hurricane alley for decades probably has a
better idea of how to prepare its house for a hurricane than does a family that just recently moved
from the Midwest. Many groups that rely on funding have to revisit a budget every year, and in
recent years, groups have had to get more creative with budgets as funding has been cut in nearly
every sector.
5. Need for solution acceptance. In this step, groups must consider how many people the decision will
affect and how much “buy-in” from others the group needs in order for their solution to be
successfully implemented. Some small groups have many stakeholders on whom the success of a
solution depends. Other groups are answerable only to themselves. When a small group is planning
on building a new park in a crowded neighborhood or implementing a new policy in a large business,
it can be very difficult to develop solutions that will be accepted by all. In such cases, groups will
want to poll those who will be affected by the solution and may want to do a pilot implementation
to see how people react. Imposing an excellent solution that doesn’t have buy-in from stakeholders
can still lead to failure.

GROUP PROBLEM-SOLVING PROCESS

Step 1: Define the Problem

Define the problem by considering the three elements shared by every problem: ((Adams &
Galanes, 2009
1. the current undesirable situation
2. the goal or more desirable situation,
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3. obstacles in the way
At this stage, group members share what they know about the current situation,
without proposing solutions or evaluating the information.
Here are some good questions to ask during this stage:
a. What is the current difficulty?
b. How did we come to know that the difficulty exists?
c. Who/what is involved?
d. Why is it meaningful/urgent/important?
e. What have the effects been so far?
f. What, if any, elements of the difficulty require clarification?

Step 2: Analyze the Problem

During this step a group should analyze the problem and the group’s relationship to the problem.
Whereas the first step involved exploring the “what” related to the problem, this step focuses on
the “why.” At this stage, group members can discuss the potential causes of the difficulty. Group
members may also want to begin setting out an agenda or timeline for the group’s problem-
solving process, looking forward to the other steps

Step 3: Generate Possible Solutions

During this step, group members generate possible solutions to the problem. Again, solutions
should not be evaluated at this point, only proposed and clarified. The question should be
what could we do to address this problem, not what should we do to address it. It is perfectly OK
for a group member to question another person’s idea by asking something like “What do you
mean?” or “Could you explain your reasoning more?” Discussions at this stage may reveal a
need to return to previous steps to better define or more fully analyze a problem. Since many
problems are multifaceted, it is necessary for group members to generate solutions for each part
of the problem separately, making sure to have multiple solutions for each part. Stopping the
solution-generating process prematurely can lead to groupthink.

Step 4: Evaluate Solutions

During this step, solutions can be critically evaluated based on their credibility, completeness,
and worth. Once the potential solutions have been narrowed based on more obvious differences
in relevance and/or merit, the group should analyze each solution based on its potential effects—
especially negative effects. Groups that are required to report the rationale for their decision or
whose decisions may be subject to public scrutiny would be wise to make a set list of criteria for
evaluating each solution. Additionally, solutions can be evaluated based on how well they fit
with the group’s charge and the abilities of the group.
Decisions can be made in many ways:
1. Group consensus
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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

2. Majority vote
3. Minority process
4. Averaging individual opinions
5. Expert decision
6. Decision by authority

Step 5: Implement and Assess the Solution

Implementing the solution requires some advanced planning, and it should not be rushed unless
the group is operating under strict time restraints or delay may lead to some kind of harm.
Although some solutions can be implemented immediately, others may take days, months, or
years. As was noted earlier, it may be beneficial for groups to poll those who will be affected by
the solution as to their opinion of it or even to do a pilot test to observe the effectiveness of the
solution and how people react to it. Before implementation, groups should also determine how
and when they would assess the effectiveness of the solution by asking, “How will we know if
the solution is working or not?” Since solution assessment will vary based on whether or not the
group is disbanded, groups should also consider the following questions: If the group disbands
after implementation, who will be responsible for assessing the solution? If the solution fails,
will the same group reconvene or will a new group be formed?

Certain elements of the solution may need to be delegated out to various people inside and
outside the group. Group members may also be assigned to implement a particular part of the
solution based on their role in the decision making or because it connects to their area of
expertise. Likewise, group members may be tasked with publicizing the solution or “selling” it to
a particular group of stakeholders.

DECISION MAKING IN GROUPS

We all engage in personal decision making daily, and we all know that some decisions are more
difficult than others. When we make decisions in groups, we face some challenges that we do not
face in our personal decision making, but we also stand to benefit from some advantages of
group decision making (Napier & Gershenfeld, 2004). Group decision making can appear fair
and democratic but really only be a gesture that covers up the fact that certain group members or
the group leader have already decided. Group decision making also takes more time than
individual decisions and can be burdensome if some group members do not do their assigned
work, divert the group with self-centered or unproductive role behaviors, or miss meetings.
Conversely, though, group decisions are often more informed, since all group members develop
a shared understanding of a problem through discussion and debate. The shared understanding
may also be more complex and deeper than what an individual would develop, because the group
members are exposed to a variety of viewpoints that can broaden their own perspectives. Group
decisions also benefit from synergy, one of the key advantages of group communication. Most
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groups do not use a specific method of decision making, perhaps thinking that they’ll work
things out as they go. This can lead to unequal participation, social loafing, premature decisions,
prolonged discussion, and a host of other negative consequences. So in this section we will learn
some practices that will prepare us for good decision making and some specific techniques we
can use to help us reach a final decision.

A. Brainstorming before Decision Making

Before groups can decide, they need to generate possible solutions to their problem. The
most commonly used method is brainstorming, although most people don’t follow the
recommended steps of brainstorming. As you’ll recall, brainstorming refers to the quick
generation of ideas free of evaluation.
The originator of the term brainstorming said the following four rules must be followed for
the technique to be effective (Osborn, 1959):
1. Evaluation of ideas is forbidden.
2. Wild and crazy ideas are encouraged.
3. Quantity of ideas, not quality, is the goal.
4. New combinations of ideas presented are encouraged.

To make brainstorming more of a decision-making method rather than an idea-generating

method, group communication scholars have suggested additional steps that precede and
follow brainstorming (Cragan & Wright, 1991).

1. Do a warm-up brainstorming session. Some people are more apprehensive about publicly
communicating their ideas than others are, and a warm-up session can help ease apprehension
and prime group members for task-related idea generation. The warm-up can be
initiated by anyone in the group and should only go on for a few minutes. To get
things started, a person could ask, “If our group formed a band, what would we be
called?” or “What other purposes could a mailbox serve?” In the previous
examples, the first warm up gets the group’s more abstract creative juices flowing, while the
second focuses more on practical and concrete ideas.

2. Do the actual brainstorming session. This session shouldn’t last more than thirty minutes and
should follow the four rules of brainstorming mentioned previously. To ensure that the
fourth rule is realized, the facilitator could encourage people to piggyback off each
other’s ideas.

3. Eliminate duplicate ideas.

4. Clarify, organize, and evaluate ideas. Before evaluation, see if any ideas need clarification.
Then try to theme or group ideas together in some orderly fashion. Since “wild and
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crazy” ideas are encouraged, some suggestions may need clarification. If it becomes
clear that there isn’t really a foundation to an idea and that it is too vague or
abstract and can’t be clarified, it may be eliminated. As a caution though, it may be wise to
not throw out off- the-wall ideas that are hard to categorize and to instead put
them in a miscellaneous or “wild and crazy” category.

B. Discussion before Decision Making

The nominal group technique guides decision making through a four-step process that
includes idea generation and evaluation and seeks to elicit equal contributions from all
group members (Delbecq & Ven de Ven, 1971). This method is useful because the
procedure involves all group members systematically, which fixes the problem of
uneven participation during discussions. Since everyone contributes to the discussion,
this method can also help reduce instances of social loafing.

To use the nominal group technique, do the following:

1. Silently and individually list ideas.
2. Create a master list of ideas.
3. Clarify ideas as needed.
4. Take a secret vote to rank group members’ acceptance of ideas.

During the first step, have group members work quietly, in the same space, to write
down every idea they have to address the task or problem they face. This shouldn’t take
more than twenty minutes.

During the second step, the facilitator goes around the group in a consistent order asking
each person to share one idea at a time.

During step three, the facilitator should note that group members can now ask for
clarification on ideas on the master list.

During the fourth step, members use a voting ballot to rank the acceptability of the
ideas on the master list. If the list is long, you may ask group members to rank only their
top five or so choices. The facilitator then takes up the secret ballots and reviews them in
a random order, noting the rankings of each idea. Ideally, the highest ranked idea can
then be discussed and decided on. The nominal group technique does not carry a group
all the way through to the point of decision; rather, it sets the group up for a roundtable
discussion or use of some other method to evaluate the merits of the top ideas.
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SPECIFIC DECISION-MAKING TECHNIQUES

Some decision-making techniques involve determining a course of action based on the level of
agreement among the group members. These methods include majority, expert, authority, and
consensus.

Majority rule is a commonly used decision-making technique in which a majority (one-half plus
one) must agree before a decision is made. A show-of-hands vote, a paper ballot, or an electronic
voting system can determine the majority choice.

Minority rule is a decision-making technique in which a designated authority or expert has final
say over a decision and may or may not consider the input of other group members. When a
designated expert decides by minority rule, there may be buy-in from others in the group,
especially if the members of the group didn’t have relevant knowledge or expertise. When a
designated authority makes decisions, buy-in will vary based on group members’ level of respect
for the authority. For example, decisions made by an elected authority may be more accepted by
those who elected him or her than by those who didn’t. As with majority rule, this technique can
be time saving. Unlike majority rule, one person or party can have control over the decision-
making process. This type of decision making is more similar to that used by monarchs and
dictators. An obvious negative consequence of this method is that the needs or wants of one
person can override the needs and wants of the majority. A minority deciding for the majority
has led to negative consequences throughout history. The white Afrikaner minority that ruled
South Africa for decades instituted apartheid, which was a system of racial segregation that
disenfranchised and oppressed the majority population. The quality of the decision and its
fairness really depends on the designated expert or authority.

Consensus rule is a decision-making technique in which all members of the group must agree
on the same decision. On rare occasions, a decision may be ideal for all group members, which
can lead to unanimous agreement without further debate and discussion. Although this can be
positive, be cautious that this isn’t a sign of groupthink. More typically, consensus is reached
only after lengthy discussion. On the plus side, consensus often leads to high-quality decisions
due to the time and effort it takes to get everyone in agreement. Group members are also more
likely to be committed to the decision because of their investment in reaching it. On the negative
side, the ultimate decision is often one that all group members can live with but not one that’s
ideal for all members. Additionally, the process of arriving at consensus also includes conflict, as
people debate ideas and negotiate the interpersonal tensions that may result.

Reference:
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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

https://courses.lumenlearning.com/suny-realworldcomm/chapter/14-3-problem-solving-and-
decision-making-in-groups/

MODULE IN HUMAN RELATIONS IN BUSINESS

Course Title: Human Relations in Business

Credit Units: 3 units

Course Description:

Human Relations in Business is a course that emphasizes the importance of human relations as it applies
to work within an organization as well as to everyday life. This course will prepare the student to
function within diverse groups of people. It focuses on problem solving, group dynamics, teamwork,
communication, leadership styles, and business etiquette. The impact of technology on human relations
will also be discussed.

MIDTERM-MODULE 3 CROSS-CULTURAL RELATIONS & DIVERSITY

Intended Learning Outcomes

On the completion of this module, the students would be able to:

Cognitive
 To have a deeper knowledge and understanding on the concept of cross culture that
recognizes the differences among business people of different nations, backgrounds. and
ethnicities, and the importance of bridging them.
Affective
 Demonstrate why Cross-cultural leadership is essential as it creates opportunities to
understand and work with individuals from diverse cultural backgrounds, which can
enhance the knowledge of some of the leaders at different levels in the organization.
Psychomotor
 To know how individuals of different cultures interact with each other.

Learning Outcomes
 Understanding cultural differences.
 Identify the dimensions of differences in Cultural Values.
 Discuss the ways on how to overcome cross-cultural communication barriers.
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 Illustrate the techniques for improving cross-cultural relations valuing differences

LESSON 3 CROSS-CULTURAL RELATIONS & DIVERSITY

LEARNING ACTIVITIES

The purpose of this module is to provide the you with insight into, and skills for, relating
effectively to people from other cultures. Relating effectively to diverse people within one’s own
culture or from other cultures requires similar knowledge and skills.

I. THE DIVERSITY UMBRELLA

To appreciate diversity, a person must go beyond tolerating and treating people fairly from
different racial and ethnic groups. The true meaning of diversity is to respect and enjoy a
wide range of cultural and individual differences. To be diverse, is to be different in some
measurable way even if the difference is not apparent on the surface. The diversity umbrella
is supposed to include everybody in an organization. To value diversity is to appreciate
individual differences among people. The goal of a diverse organization is for persons of all
cultural backgrounds to achieve their full potential, not restrained by group identities such as
sex, nationality, or race. Cultural as well as individual factors contribute to cultural
diversity. For example, people can be diverse because of ethnicity or their height-to-weight
ratio.

II. UNDERSTANDING CULTURAL DIFFERENCES

The male-female differences in communication patterns represent one aspect of cultural
differences. The groundwork for developing effective cross-cultural relations is to
understand cultural differences.

1. Competency Goals
Setting competency goals will improve one’s chances of effectively understanding
cultural differences.
1. Cultural Sensitivity
To relate well to a person from a foreign country, a person must be alert to possible
cultural differences. When working in another country, one must be willing to
acquire knowledge about local customs, and learn how to speak the native language
at least passably. Cultural sensitivity is an awareness of and a willingness to
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investigate the reasons why people of another culture act as they do. Good cultural
sensitivity enhances interpersonal relationships.
2. Respect for All Workers and Cultures. An effective strategy for achieving cross-
cultural understanding is to respect all others in the workplace (white males included).
Respect comes from valuing differences.
3. Cultural Fluency. A high-level goal in understanding cultural differences is to
achieve cultural fluency, the ability to conduct business in a diverse, international
environment. Achieving cultural fluency includes a variety of skills such as relating
well to people for different cultures, and knowing a second language.

 Dimensions of Differences in Cultural Values

One way to understand how national cultures differ is to examine their values. Here we
deal with eight key values.
1. Individualism versus collectivism. Individualism is a mental set in which people see
themselves first as individuals and believe that their own interests take priority.
Collectivism is a feeling that the group and society receive top priority.

2. Power distance. The extent to which employees accept the idea that members of an
organization have different levels of power is referred to as power distance. In a high
power-distance culture the boss makes many decisions simply because she or he is
the boss.

3. Uncertainty avoidance. People who accept the unknown, and tolerate risk and
unconventional behavior, are said to have low uncertainty avoidance. A society
ranked high in uncertainty avoidance contains a majority of people who want
predictable and certain futures.

4. Materialism versus concern for others. In this context, materialism refers to an

emphasis on assertiveness and the acquisition of money and material objects. It also
means a de-emphasis on caring for others. At the other end of the continuum is
concern for others, an emphasis on personal relationships and a concern for the
welfare of others.

5. Long-term orientation versus short-term orientation. Workers from a culture with

a long-term orientation maintain a long-range perspective, thus being thrifty and not
demanding quick returns on their investments. A short-term orientation is
characterized by a demand for immediate results and a propensity not to save.
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6. Formality versus informality. A country that values formality attaches
considerable importance to tradition, ceremony, social, rules, and rank. Informality
refers to a casual attitude toward tradition, ceremony, social rules, and rank.

7. Urgent time orientation versus casual time orientation, People with an urgent time
orientation perceive time as a scarce resource and tend to be impatient. People with a
casual time orientation view time as an unlimited and unending resource and tend to
be patient.

8. High context versus low context cultures. Cultures differ in how much importance
they attach to the surrounding circumstances. High-context cultures make more
extensive use of body language. Low-context cultures make less use of body
language. People in low-context cultures seldom take time in business dealings to
build relationships and establish trust.

A starting point in using information about cultural differences would be to

recognize that a person’s national values might influence his or her behavior. Two
dimensions of cultural differences that influence job behavior considerably are
attitudes toward hierarchy and status, and time-consciousness. For example, a
person who values deference might not want to collaborate in decision making
with a manager of long experience.

 Cultural Bloopers
An effective way of being culturally sensitive is to minimize actions that are likely to
offend people from another culture based on their values. In attempting to avoid
cultural mistakes, remember that members of any cultural group show individual
differences. Remember also that one or two cultural mistakes will not peg one
permanently as a boor.

III. OVERCOMING CROSS-CULTURAL COMMUNICATION BARRIERS

Cross-cultural differences can create communication barriers. To minimize the problem,
follow these guidelines:
A. Be sensitive to the fact that cross-cultural communication barriers exist.
B. Show respect for all workers.
C. Use straightforward language and speak slowly and clearly.
D. Observe cultural differences in etiquette.
E. Be sensitive to differences in nonverbal communication.
F. Do not be diverted by style, accent, grammar, or personal appearance.
G. Be sensitive to individual differences in appearance.
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IV. BUSINESS IMPLICATIONS OF UNDERSTANDING CULTURAL DIFFERENCES

Cross-cultural understanding including overcoming communication barriers can improve
profits. Establishing rapport with people from other cultures, and not antagonizing them,
leads to customer loyalty.

V. TECHNIQUES FOR IMPROVING CROSS-CULTURAL RELATIONS VALUING

DIFFERENCES
Many training programs have been developed to improve cross-cultural relations and to
help employees value diversity.

A. Cultural Training
Cultural training is a set of learning experiences designed to help employees
understand the customs, traditions, and beliefs of another culture. Many industries
train employees in cross-cultural relations. Cross-cultural training is taken seriously in
the home-building and real estate industries.
5. Language Training
Learning a foreign language is often part of cultural training, yet can also be a separate
activity. Knowledge of a second language builds better connections with people from
other cultures than does relying on a translator. Companies invest heavily in helping
employees learn a target language because it facilitates conducting business in other
countries.
6. Diversity Training
The general purpose of cultural training is to help workers understand people from
another culture. Diversity training attempts to bring about workplace harmony by
teaching people how to get along better with diverse work associates. All such training
programs center around increasing people’s awareness of and empathy for people who
are different in some noticeable way from oneself. Training sessions in valuing
differences focus on the ways that men and women, or people of different races, reflect
different values, attitudes, and cultural backgrounds.
Objectives of these programs include
(a) fostering awareness an acceptance of individual differences,
(b) enhancing work relations between people who are different from each other.

Learning to empathize with the point of view of people from a diverse group is an
essential part of improving relations. To help participants develop empathy,
representatives of various groups explain their feelings related to workplace issues.
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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

REFERENCES:
http://cwarden.org/warden/downloads/busPsyc/Ch06.pdf

MODULE IN HUMAN RELATIONS IN BUSINESS

Course Title: Human Relations in Business

Credit Units: 3 units

Course Description:

Human Relations in Business is a course that emphasizes the importance of human relations as it applies
to work within an organization as well as to everyday life. This course will prepare the student to
function within diverse groups of people. It focuses on problem solving, group dynamics, teamwork,
communication, leadership styles, and business etiquette. The impact of technology on human relations
will also be discussed.

MIDTERM-MODULE 4 RESOLVING CONFLICTS WITH OTHERS

Learning Outcomes
On the completion of this module, the students would be able to:

Cognitive
 Demonstrate how to resolve conflicts in a more professional and respectful manner in the
workplace.
Affective
 Gain knowledge on how conflict resolution skills help employees reduce the friction that
damages their working relationships.
Psychomotor
 Know the reasons why it is important to listen to others when solving conflicts.

Intended Learning Outcomes

 Define conflict and conflict resolutions.
 Discuss the conflict resolution.
 Identify conflict resolution skills for managers.
 Explain how conflict resolution can be to settle disputes in your workplace.
 Discuss the 6 steps to conflict resolution in the workplace.
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 Present the 5 Cs’ approach to conflict resolution in the workplace.

Lesson 4 RESOLVING CONFLICTS WITH OTHERS

Learning Activities

Conflict is an inevitable and healthy part of life. Each person has a different set of values and
beliefs that colors his or her perceptions of the world. Each person also has a different set of
goals, wants, and needs. At work, each person may have a different opinion about what needs to
be done to solve a problem. Too often, people assume that there has to be a winner in a conflict.
They do not attempt to find a solution that is satisfactory to all. When you deal with conflict in a
healthy, open manner, you often find a better solution.

People are frequently in conflict over resources, perceptions, and values. Conflicts over
resources are easier to resolve than conflicts over perceptions and values.
WHAT IS CONFLICT RESOLUTION?

Conflicts in the workplace can arise when two or more parties have different objectives, opinions
or styles.

Conflict resolution

 is the art of addressing those differences and finding common ground that enables
everyone to work together peacefully. Sometimes, the person who resolves a conflict may
be a neutral party or mediator while at other times, they may be someone involved in the
conflict who takes an outside perspective to find a solution.
 Conflict resolution can be defined as the informal or formal process that two or more
parties use to find a peaceful solution to their dispute.

The ability to resolve conflicts is often seen as a leadership trait. People who can identify
conflicts, acknowledge different opinions and build a consensus are valuable to many
organizations. They make it more likely for personal differences to be set aside so work can
continue.

In the workplace, there can be a variety of types of conflict:

 Conflict may occur between co-workers, or between supervisors and subordinates, or between
service providers and their clients or customers.
 Conflict can also occur between groups, such as management and the labor force, or between
whole departments.
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CONFLICT RESOLUTION SKILLS FOR MANAGERS

By utilizing the following approaches, managers will likely be able to stop conflict before it gets
out of hand.
1. Be Proactive
Leaving someone out of an email chain, an inappropriate personal remark, or a flash
argument... conflict often starts with small disagreements that escalate fast. So if you spot
conflict, don't leave it to team members or HR to resolve – take action! This shows that
you treat conflict seriously and won't condone destructive behavior.

2. Observe
Signs of conflict can be subtle, but you can detect them by being aware of the interactions
within your team. Things to look out for include:
 Body language, such as crossed arms or leaning away from people.
 Facial expressions, such as frowning or gazing down.
 Tone of voice, such as a cutting, disparaging or dismissive way of speaking.
The better you know your individual team members, the more easily you'll pick up on
cues and spot tensions that may be lurking under the surface. As well as the details of the
conflict, keep in mind that you may need to consider if competing values are
contributing to the tension.
Tip: Develop your emotional intelligence to better identify and manage the emotions
of your team members.
3. Be Fair and Impartial
Even if you agree with one or more individuals in a conflicting team, make sure that
you remain objective.
Give everyone the time and opportunity to present their own perspective on events and
to respond to any criticism. It's vital that all parties are able to state their case and are
listened to.

How to Be Impartial with Employee Disputes

a. Understand each side

Before you try to fix the problem, you need to properly understand where each
party is coming from and what their main concerns are.

b. Identify the cause

It may be a personality clash or someone may have dropped the ball, but either
way it's important to get to the core of the issue.

c. Avoid being antagonistic

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It's easy to get frustrated when you feel people aren't being completely honest or
actually addressing the question you've asked them but being antagonistic will
just make them feel victimized. Focus on getting to (core) of what upset them or
what they feel was done incorrectly.

d. Don't try to fix the past

If you suggest what should have happened, it can easily lead to you siding with
one party, even if you don't mean to. You should instead focus on what can be
done in future to avoid similar situations happening again.

e. Avoid assigning blame

When you get both parties together, it can be easy to fall into a trap of trying to
get everyone to apologize or recognize their role in the situation. However, this
can be inflammatory and lead to even greater conflict.

4. Step in When Needed

Don't allow certain individuals to dominate the conversation or bully more reserved
colleagues. If one person is constantly talking over others, keep your questions directed
at the person being interrupted.

a. Avoid Assumptions
When facilitating a conflict discussion, avoid stating as facts things that you only think
you know or may have heard. For example, it's best to use phrases like, "As far as I'm
aware," or, "As I understand it."

b. Be Patient
Resolving team conflict can take time. Especially with volatile, arrogant or domineering
personalities . It can also be a challenge to engage introverted or uncommunicative
employees.

HOW CAN YOU USE CONFLICT RESOLUTION TO SETTLE DISPUTES IN YOUR

WORKPLACE?

Conflict resolution can be defined as the informal or formal process that two or more parties use
to find a peaceful solution to their dispute.

A number of common cognitive and emotional traps, many of them unconscious, can exacerbate
conflict and contribute to the need for conflict resolution:

• CONFLICT AVOIDANCE. Because negative emotions cause us discomfort and distress, we

may try to tamp them down, hoping that our feelings will dissipate with time. In fact, conflict
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tends to become more entrenched, and parties have a greater need for conflict resolution when
they avoid dealing with their strong emotions.

Given these and other pitfalls, how can you set up a constructive conflict resolution
process when dealing with conflict at work and other realms? Conflicts can be resolved in a
variety of ways, including negotiation, mediation, arbitration, and litigation.

• NEGOTIATION. In conflict resolution, you can and should draw on the same principles of
collaborative negotiation that you use in deal making. For example, you should aim to explore
the interests underlying parties’ positions, such as a desire to resolve a dispute without attracting
negative publicity or to repair a damaged business relationship. In addition, determine your best
alternative to a negotiated agreement, what you will do if you fail to reach an agreement, such as
finding a new partner or filing a lawsuit. By brainstorming options and looking for tradeoffs
across issues, you may be able to negotiate a satisfactory outcome to your dispute without the aid
of outside parties.

Stages of negotiation

In order to achieve a desirable outcome, it may be useful to follow a structured approach to negotiation.
For example, in a work situation a meeting may need to be arranged in which all parties involved can
come together.

The process of negotiation includes the following stages:

Stages of Negotiation

In order to achieve a desirable outcome, it may be useful to follow a structured approach to negotiation.
For example, in a work situation a meeting may need to be arranged in which all parties involved can
come together.

The process of negotiation includes the following stages:

1. Preparation
Before any negotiation takes place, a decision needs to be taken as to when and where a
meeting will take place to discuss the problem and who will attend. Setting a limited
time-scale can also be helpful to prevent the disagreement continuing.

2. Discussion
During this stage, individuals or members of each side put forward the case as they see it, i.e.
their understanding of the situation.

3. Clarification of goals
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From the discussion, the goals, interests and viewpoints of both sides of the disagreement need
to be clarified.

4. Negotiate towards a Win-Win outcome

This stage focuses on what is termed a 'win-win' outcome where both sides feel they have
gained something positive through the process of negotiation and both sides feel their point of
view has been taken into consideration.

5. Agreement
Agreement can be achieved once understanding of both sides’ viewpoints and interests have
been considered.

6. Implementation of a course of action

From the agreement, a course of action must be implemented to carry through the decision.

• Mediation. In mediation, disputants enlist a trained, neutral third party to help them come to a
consensus. Rather than imposing a solution, a professional mediator encourages disputants to
explore the interests underlying their positions. Working with parties both together and
separately, mediators seek to help them discover a resolution that is sustainable, voluntary, and
nonbinding.

• Arbitration. In arbitration, which can resemble a court trial, a neutral third party serves as a
judge who makes decisions to end the dispute. The arbitrator listens to the arguments and
evidence presented by each side, then renders a binding and often confidential decision.
Although disputants typically cannot appeal an arbitrator’s decision, they can negotiate most
aspects of the arbitration process, including whether lawyers will be present and which standards
of evidence will be used.

• Litigation. In civil litigation, a defendant and a plaintiff face off before either a judge or a
judge and jury, who weigh the evidence and make a ruling. Information presented in hearings
and trials usually enters the public record. Lawyers typically dominate litigation, which often
ends in a negotiated settlement during the pretrial period.

In general, it makes sense to start off less-expensive, less-formal conflict resolution procedures,
such as negotiation and mediation, before making the larger commitments of money and time
that arbitration and litigation often demand. Conflict-resolution training can further enhance your
ability to negotiate satisfactory resolutions to your disputes.

6 STEPS TO RESOLVE CONFLICT RESOLUTION IN THE WORKPLACE

1. Clarify what the disagreement is.

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Clarifying involves getting to the heart of the conflict. The goal of this step is to get both sides to
agree on what the disagreement is. To do this, you need to discuss what needs are not being
met on both sides of the conflict and ensure mutual understanding.

2. Establish a common goal for both parties.

In this step of the process, both sides agree on the desired outcome of the conflict. “When
people know that they’re working towards the same goal, then they’re more apt to participate
truthfully to make sure that they reach that end goal together.

3. Discuss ways to meet the common goal. This involves listening, communicating, and
brainstorming together. Continue with both sides working together to discuss ways that they
can meet the goal they agreed on in step 2.
4. Determine the barriers to the common goal. In this step of the process, the two parties
acknowledge what has brought them into the conflict and talk about what problems may
prevent a resolution. Understanding the possible problems that may be encountered along the
way lets you proactively find solutions and have plans in place to handle issues.
5. Agree on the best way to resolve the conflict.
Both parties need to come to a conclusion on the best resolution. Start by identifying solutions
that both sides can live with.

6. Acknowledge the agreed upon solution and determine the responsibilities each party has in
the resolution.
Both sides need to own their responsibility in the resolution of the conflict and express aloud
what they have agreed to.

THE 5 Cs’ APPROACH TO CONFLICT RESOLUTION IN THE WORKPLACE

1. Carefully listen
Every conflict has sides. Before deciding how to resolve a conflict, make sure to listen
carefully to what each party is saying. Careful listening is one of the best ways to handle
conflict as it allows you to validate others’ ideas and let them know that they are being heard,
regardless of whether you agree or not.
2. Considerately look at the situation
When conflicts arise, emotions and anxieties are heightened. To avoid worsening the
Situation, make sure that your teams learn to understand each other, even when they don’t
agree. Part of being able to listen carefully is being able to understand and accept others’
ideas. Remember that you’re not always right, and your ideas aren’t necessarily the best.
Remind your team of this, as well, as you mediate the conflict.
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3. Calmly discuss the conflicting perspectives.
How we respond to conflict can intensify tension. Conflicts worsen when the arguing parties
become emotional, and the argument becomes personal. The best way to handle conflict is to
stay calm: Calmer minds produce clearer ideas. Keep yourself and your team calm. Avoid
showing signs that you agree with one group and not another

4. Conscientiously look at the facts.

Be sure you have all the facts before making any decisions to resolve a conflict. Clarify the
points first, taking into consideration each person’s different perspectives. For instance, if a
conflict arises while the team is deciding how to solve a problem, try to identify what each
team member perceives as the problem. Different perspectives on the same problem will lead
everyone to consider different solutions.

5. Cooperatively work together.

All four C’s should help your team to work together in resolving the conflict. With each of these tips,
you’re focusing your team on addressing the shared problem instead of attacking each other’s
personality. Because you and your team carefully listened, considerately looked at the situation,
calmly discussed perspectives and conscientiously looked at the facts, you can all cooperate despite
initial disagreement.

REFERENCE:
https://www.mindtools.com/pages/article/newTMM_79.htm
https://www.entrepreneur.com/article/350374
https://www.pon.harvard.edu/daily/conflict-resolution/what-is-conflict-resolution-and-how-does-
it-work/
https://hrdailyadvisor.blr.com/2013/06/24/6-steps-to-conflict-resolution-in-the-workplace/

MODULE IN HUMAN RELATIONS IN BUSINESS

Course Title: Human Relations in Business

Credit Units: 3 units

Course Description:
 UNIVERSITY OF CAGAYAN VALLEY
Tuguegarao City

SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

Human Relations in Business is a course that emphasizes the importance of human relations as it applies
to work within an organization as well as to everyday life. This course will prepare the student to
function within diverse groups of people. It focuses on problem solving, group dynamics, teamwork,
communication, leadership styles, and business etiquette. The impact of technology on human relations
will also be discussed.

MIDTERM-MODULE 5 BECOMING AN EFFECTIVE LEADER

Learning Outcomes
On the completion of this module, the students would be able to:

Cognitive
 Develop an understanding of change processes and be able to think critically about
obstacles to change.
 Develop a comprehensive set of practical skills and tools to rely on through leadership
practice.
Affective
 Demonstrate how leadership models are put into practice personally, locally, and
globally.
 Able to integrate their lived experiences into their leadership development process.
Psychomotor
 Learn to practice team leadership through active group participation.

Intended Learning Outcomes

 Gain knowledge on how to develop leadership capability.
 Enumerate the key leadership traits to develop.
 Appreciate the suggestions for developing charisma.
 Discuss the ways on developing team leadership skills.
 Identify the 8 tips for success on how to become an effective leader.

Lesson 5 BECOMING AN EFFECTIVE LEADER

Learning Activities
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The purpose of this module is to present information about leadership that students can apply to
developing their leadership skills. As a consequence, we omit from consideration here the
underlying leadership research and theory. Advanced students may want to read the underlying
knowledge base on their own.

To develop leadership capability a person needs the right personal characteristics, and must carry
out the right actions. Leadership is the ability to inspire support and confidence among the
people who are needed to achieve company goals. Leaders make a difference. Leadership status
can be derived from being appointed to a formal position or inspiring others through personal
characteristics and actions.

I. KEY LEADERSHIP TRAITS TO DEVELOP

An important part of being an effective leader is to have the right stuff. Yet different
situations may require a different set of personal characteristics for leadership effectiveness.
Each of the eight leadership traits described next can be developed.
A. Self-confidence
Realistic self-confidence is required in virtually every leadership situation. The leader
must also project self-confidence to the group. Self-confidence is also a behavior, such as
being cool under pressure. Developing self-confidence is a life-long process of
performing well in a variety of situations.
B. Trustworthiness
Group members consistently believe that leaders must display honesty, integrity, and
credibility and therefore be trustworthy. Being honest with team members helps to build
trust, which in turn leads to good cooperation and team spirit.

C. Assertiveness.
A widely-recognized leadership trait is assertiveness, being forthright in expressing
demands, opinions, feelings, and attitudes. Assertiveness helps leaders perform tasks and
achieve goals such as confronting people about their mistakes, and setting high
expectations. Assertiveness stands in contrast to aggressiveness and passivity.
Developing assertiveness is much like attempting to become less shy. People must force
themselves to take the opportunity to express their feelings and demands. Expressing
demands is easier for most people than expressing feelings.

D. Emotional Stability.
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Emotional stability is important for a leader because group members expect and need
consistency in the way they are treated. Emotional stability is difficult to develop, but
people can learn to control many of their emotional outbursts.

E. Sense of Humor.
Whether a trait or a behavior, the effective use of humor is considered an important part
of a leader’s role. Self-effacing humor is the choice of comedians and organizational
leaders alike. Humor requires creativity.

F. Self-awareness and Self-Objectivity.

Effective leaders are aware of their strengths and limitations, enabling them to
capitalize upon their strengths and develop their weaknesses. Self-awareness and self-
objectivity can be developed by asking for feedback from others regularly. Taking self-
examination exercises is also helpful.

G. Cognitive Skills.
Mental ability as well as personality is important for leadership success. Problem-
solving and intellectual skills are referred to collectively as cognitive factors.
Knowledge of the business, or technical skill, is another cognitive skill of major
importance.

H. Emotional Intelligence
Emotional intelligence also refers to being able to work effectively with the emotions of
others and to resolve problems, including listening and empathizing. Multifirm research
by Daniel Goleman suggests that superb leaders all have superb emotional intelligence.
To develop emotional intelligence, look to understand the feelings and emotions of
people around you.
I. Passion and Enthusiasm
A prominent characteristic of effective leaders is the passion and enthusiasm they have
for their work, much like the same quality in creative people. The passion is directed
toward the business, customers, and employees. To display passion and enthusiasm for
your work, you must first find work that creates an inner spark.

II. SUGGESTIONS FOR DEVELOPING CHARISMA

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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

Much attention is being paid to the importance of inspirational leaders who guide others toward
great heights of achievement. Charisma is a special quality of leaders whose purposes, powers,
and extraordinary determination differentiate them from others. Charisma reflects a subjective
perception on the part of the person being influenced. Leaders at all levels can project charisma.
Following are suggestions for behaving in a charismatic manner.

1. Communicate a vision. (A vision describes an ideal version of the future.)

3. Inspire trust and confidence.
4. Be highly energetic and goal oriented.
5. Be emotionally expressive and warm.
6. Smile frequently, even if you are not in a happy mood.
7. Be candid.
8. Make everybody feel that he or she is quite important.
9. Stand up straight and also use other nonverbal signals of self-confidence.
10. Be willing to take personal risks.

III. DEVELOPING TEAM LEADERSHIP SKILLS

With the use of teams being so widespread, team leadership opportunities have increased.
The team leader acts as a facilitator and coach who shares decision making with team
members. A team leader practices participative leadership, or sharing authority with the
group. Suggestions for developing team leadership skills follow.

1. Build a Mission Statement.

A mission should contain a specific goal, purpose, and be optimistic and uplifting. The
leader can help develop the mission when the team is first formed or at any other time.
Developing a mission for a long-standing team breathes new life into its activities.

2. Show Your Team Members that they Are Trusted.

An effective leader trusts team member, and recognizes and rewards ethical behavior
particularly when there is a temptation to be dishonest.

3. Encourage Team Members to Recognize Each Other’s Accomplishments.

Members of a high-spirited team look for ways to encourage and praise each other.
Team spirit develops as members receive frequent positive feedback from each other.

4. Encourage Honest Criticism.

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Being a good team leader includes offering honest feedback on mistakes and flawed
ideas.

5. Use Peer Evaluations.

With peer evaluations systems the team members contribute to the evaluation by
submitting evaluations of each other. Peer evaluations contribute to teamwork
because team members realize that helping each other becomes as important as
helping the boss.

HOW TO BECOME AN EFFECTIVE LEADER: 8 TIPS FOR SUCCESS

In order to improve overall effectiveness, professionals in leadership roles should take the time
to hone their relevant skills and adjust their style to suit the needs of their teams. Read on to learn
about some of the common approaches effective leaders use to keep their teams motivated, and
how you can apply them to your work.

Tip #1: Lead By Example

According to a recent study, one of the largest leadership challenges is managing change and
innovation. Effective leaders are able to motivate their co-workers and guide their organizations
to success by being the first to embrace these changes in the workplace, no matter how big or
small they seem.
When adopting new policies or procedures, for example, it’s important to support the changes
and keep your attitude as positive as possible, as your team is likely to adopt—or at least
internalize—your mindset. If positivity is not an option regarding the issue at hand, be sure to at
least craft your response to the change before addressing it with your team in order to maintain
professionalism and instill a sense of confidence for the future. Both approaches allow you to set
the standards for how your employees should react which, in turn, allows you to guide them
toward embracing the change themselves.

Tip #2: Welcome Failure

Failure is a crucial stepping-stone toward success. Not every decision you make will result in a
positive outcome; it’s important that, as a leader, you can both acknowledge and accept this early
on. The key to growing from a good leader into a great one is learning how to appreciate that
failure can also often lead to bigger achievements when it’s embraced rather than hidden from.
In a situation of failure, it’s important that you take responsibility for the problem and be honest
about what went wrong. An inaccurate representation of the issue affects everyone on your team,
and your co-workers will value your honesty.
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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

Tip #3: Put Your People First

Most effective leaders know the benefit of approaching their work from a people-centric
perspective. By taking the time to know your team and understand their individual work styles,
goals, and personalities, you will not only develop better strategies for management, but will also
create an environment in which your team feels heard, respected, and cared for.
You can best achieve this type of relationship with those you lead by keeping your
communication open, clear, and honest, consistently recognizing everyone’s contributions and
accomplishments, and by always looking for opportunities that can help them develop and
succeed.

Tip #4: Be Decisive

Being decisive means having the capacity to make decisions in an efficient manner in order to
achieve a result. Each situation you will be faced with as a leader has a number of potential
solutions, and when it comes time to make a final decision, you should be confident in your
ability to guide the team toward the proper outcome.
Effective leaders also do not hesitate when it comes time to act or make these impactful
decisions. They have the ability to inspire a shared vision among colleagues (an important aspect
of leadership, considering it is easier to be decisive when your team shares a common goal) and
stay true to that vision even when faced with difficult circumstances.

Tip #5: Know When to Delegate (And When to Jump In)

Efficiency isn’t just about changing priorities or working on projects in a new order. As an
effective leader, it’s important to know when to delegate tasks, and when to complete them
yourself. Assigning responsibilities in this way will allow you to decrease your workload, which
helps you focus on the most crucial tasks you need to complete.
Before delegating a task, ask yourself:
 Is there another person who has or can be given the necessary information or skills to complete the
assignment?
 Does the job provide an opportunity to build and develop a teammate’s skill set?
 Is this an assignment that will happen again in the future?
 Is there enough time to delegate the task efficiently?
 Is there any reason why I shouldn’t delegate this job?
 Is it critical that I do it myself?
Tip #6: Respect Your Co-workers’ Opinions
The more diverse your workplace, the more innovative your organization can be. Your co-
workers may approach a situation from a different perspective or background, so it’s important
to always remain respectful of their opinions and to try to see things from their various points of
view. Effective leaders can accomplish this by encouraging feedback among colleagues and
keeping lines of communication open within their team. A collaborative environment where your
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group’s opinions are heard—even if they are disagreed upon—is where the best ideas are formed
and where innovation takes place.

Tip #7: Practice Effective Communication

As mentioned in many of these tips, communication is a key aspect of effective leadership. It can
not only help you stay abreast of your team’s needs but can also promote effective partnerships
between employees themselves.
To achieve effective communication, you should:
 Start with what’s important
 Actively listen
 Provide constructive feedback:
 Address concerns immediately and in-person:

Tip #8: Explore Further Leadership Development Opportunities

Those looking to embrace these strategies and become an effective leader should also consider
continuing their education with an advanced degree.

Reference:

http://cwarden.org/warden/downloads/busPsyc/Ch08.pdf

MODULE IN HUMAN RELATIONS IN BUSINESS

Course Title: Human Relations in Business

Credit Units: 3 units
Course Description:

Human Relations in Business is a course that emphasizes the importance of human relations as it
applies to work within an organization as well as to everyday life. This course will prepare the
student to function within diverse groups of people. It focuses on problem solving, group
dynamics, teamwork, communication, leadership styles, and business etiquette. The impact of
technology on human relations will also be discussed.
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MIDTERM-MODULE 6- CUSTOMER SATISFACTION SKILLS
Learning Outcomes
On the completion of this module, the students would be able to:

Cognitive
 Provide students with valuable tools to understand the benefits of implementing a quality
service approach.
 Identify customer needs and provide the best available service.

Affective
 Gain competencies on how to professionally communicate with difficult customers.
 Turn difficult customers/situations into opportunities for the organization.

Psychomotor
 Implement appropriate strategies for meeting changing customer needs.
 Have a deeper understanding on what excellent service means and the key factors for
customer satisfaction.

Intended Learning Outcomes:

 Discuss the general principles of customer satisfaction.
 Explain the ways on creating a bond with your customer.
 Illustrate on how to deal with customer dissatisfaction.
 Enumerate the key benefits of customer service training programs

Lesson 6 CUSTOMER SATISFACTION SKILLS

Learning Activities

The key purpose of this module is to help students enhance their ability to satisfy customers,
both external and internal. Customer satisfaction receives the highest priority in today’s business
environment.

Many companies today emphasize total customer satisfaction over short-range profits because
excellent customer service leads to good will, repeat business, and referrals. External customers
are paying customers including clients, guests, and patients. Internal customers are the people
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one serves within the organization, or those who use a person’s job output. All workers in
contact with customers are required to have customer satisfaction skills. Despite all the talk and
writing about customer service in recent years, poor customer service particularly at the retail
level remains a major problem. Many customers purchase over the Internet to avoid dealing with
rudeness and indifference they sometimes receive from store associates.

I. GENERAL PRINCIPLES OF CUSTOMER SATISFACTION

Certain general principles will sharpen a person’s ability to satisfy customers and thereby
improve customer retention. Satisfaction, however, is considered a minimum expectation.
Customer delight should be the ultimate goal. Customer satisfaction is also highly valued
because it breeds customer loyalty, which in turn is very profitable. A set of key principles
follows.

A. Satisfied Employees Provide Better Customer Service

Employees who are satisfied with their jobs are the most likely to satisfy customers.
Employees want recognition and compensation that relates to their achievement of
customer-service goals. Employees can control some attitudes and beliefs related to
customer satisfaction.
1. Interest in the work itself
2. A feeling of self-esteem
3. Optimism and flexibility
4. Positive self-image
5. Positive expectations about the job

B. Understand Customer Needs and Put Them First

The most basic principle of selling is to identify and satisfy customer needs. To help
identify customer needs, the customer service worker may have to probe for 156
information. Customers now have more power because of the availability of information
and more competition. Satisfying customer needs adds value for them. After customer
needs have been identified, the focus must be on satisfying them rather than on personal
needs or those of the company.

C. Focus on Solving Problems,

Not Just Taking Orders Effective selling uses sales representatives to solve problems
rather than merely taking orders. The focus on problem solving enables sales
representatives to become partners in the success of their customers’ businesses. Using
this approach, the customer is receiving consulting services in addition to the
merchandise or services being offered.
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D. Respond Positively to Moments of Truth

An effective customer contact person performs well during situations in which a
customer comes in contact with the company and forms an impression of its service (a
moment of truth). If the customer experiences satisfaction or delight during a moment of
truth, the customer is likely to return when the need for service arises again. The
customer who is angered or frustrated during a moment of truth will not return. One way
to track moments of truth is to prepare a cycle of service chart. Such a chart summarizes
the moments of truth encountered by a customer during the delivery of a service.

E. Be Ready to Accept Empowerment

A major strategy for improving customer service is to empower customer-contact
employees to resolve problems by themselves. Empowerment refers to managers
transferring, or sharing, power with lower-ranking employees. In terms of customer
relations, it means pushing decision-making and complaint resolution down to customer-
contact employees. For empowerment to work, the company must grant decision-making
latitude to employees, who in turn must be willing to accept empowerment.

F. Enhance Customer Service Through Information

Information technology can play an important role in recording customer preferences and
individualizing service. One such application is to use databases to have information on
hand about customer preferences. Sending customers information, they are likely to use is
another way of enhancing customer service through information technology. A major
challenge in providing good customers service when using information technology is to
preserve the human touch. For example:
(a) when you respond to a voice-mail outgoing message, leave specific, relevant
information, (b) use the customer s name when sending e-mail messages.

G. Avoid Rudeness
Although rudeness to customers is obviously a poor business practice, the problem is
widespread. Rude treatment creates more lost business than does poor product quality or
high prices.

II. CREATING A BOND WITH YOUR CUSTOMER

Creating a bond or emotional relationship with a customer helps bring about customer
satisfaction and delight. Warm, constructive customer relationships enhance customer
retention. Creating a bond is aimed at increasing sales, but also enhances service. If the
customer relies on and trusts the sales representative, the customer will perceive the
service to be of high quality. Five key principles are as follows:
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SCHOOL OF BUSINESS ADMINISTRATION & GOVERNANCE

1. Create a welcoming attitude, including a smile. (Smile at customers, but not in a sexy
manner.)
2. Provide exceptional service.
3. Show care and concern.
4. Make the buyer feel good.
5. Build a personal relationship.
6. Invite the customer back. (Y’all come back, now!)
III. DEALING WITH CUSTOMER DISSATISFACTION
Most customers put honest effort into preventing customer dissatisfaction. Despite the
many efforts to achieve total customer satisfaction, some customer dissatisfaction is
inevitable. One reason for this dissatisfaction is that mistakes in dealing with customers
are inevitable. Three different approaches to dealing with customer dissatisfaction follow.

A. Deal Constructively with Customer Complaints and Anger

Customer satisfaction specialists recommend the following techniques for dealing with
angry customers:
1. Acknowledge the customer’s point of view.
2. Avoid placing blame.
3. Use six magic words to defuse anger. (I understand [that this is a problem]; I agree
[that it needs to be solved]; I’m sorry [that this happened to you].)
4. Apologize for the problems created by you or your company.
5. Take responsibility, act fast, and be thorough.
6. Follow up on the resolution of the problem.

B. Involve the Customer in Working Out the Problem

To minimize the perception of poor service, the customer should be involved in deciding
what should be done about the problem. By involving the customer in the solution to the
problem, the customer is more likely to accept a deviation from the service promised
originally.

C. Anticipate How to Handle an Unreasonable Request

The customer who makes an unreasonable demand is usually aware of the
unreasonableness, and therefore may not expect to be fully granted the request. A few of
the suggestions for dealing with an unreasonable request are as follows:
1. Let your customers retain their dignity by stating your position politely and reasonably.
2. Avoid arguing with an upset customer.
3. Appeal to your customer’s sense of fair play and integrity.
4. Be firm by repeating the facts of the situation but keep your temper under control.
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5. Accept responsibility for your decision.
6. Be willing to say no to a customer when it is justifiable.

D. Maintain a Realistic Customer Retention Attitude

Some customers are too unreasonable, and therefore may not be worth keeping. A
realistic goal is to retain as many profitable customers as possible.

IV. CUSTOMER SERVICE TRAINING

Customer service training can build confidence in dealing with customers. It should also ensure
that your employees fully understand your products and services.
Customer service training for employees is a great way to get everyone on the same page. Deliver
service excellence, and sustainably communicate your brand’s values. Training helps your
employees engage with their role and grow happier and more confident. The training must then
be supported by systems and processes to make sure that it ‘sticks’. When the training is done
well and then implemented professionally it will ensure both employees and customers are more
satisfied with each interaction and improve your bottom line. When training and follow up is not
done well it can have a detrimental effect and it is often better not to do it in the first place.
Customer service training is coaching and teaching support staff what they need to know to boost
customer satisfaction. It involves teaching skills, learning product details, and working with
customer service software to provide the best experience possible across all channels. It’s
absolutely essential for providing a good customer experience. Thankfully, every single
customer service skill can be trained.

4 Key Benefits of Customer Service Training Programs

1. Higher employee motivation & engagement:

Providing training on customer service allows employees to greater understand the
impact their role has on the organization. A company that invests in training shows their
employees that they care about continual development and progress. In turn this makes
employees more engaged in the company and therefore more motivated. Employees then
become more efficient and better equipped to deal effectively with customers. You can
increase engagement a step further by having employees involved in the development of
the training program by asking for their feedback (training needs assessment).

2. Improved customer service skills:

Through customer service training, employees improve their skills and/or acquire new
ones. Specific customer service training programs focus on improving communication,
listening, problem-solving and organizational skills. Training employees on the same set
of competencies gives them a standard process to deal with customers and creates a sense
of team spirit. The increased motivation and engagement coupled with the new skills
creates improved customer service in the company.
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3. Increased customer satisfaction:
Improving the quality of your customer service through training leads to an increase in
customer satisfaction, retention and loyalty. Through effective training, customer service
representatives increase their ability to resolve issues and decrease the number of return
calls. Often, trained employees are able to address the concern at the first point of
contact, which greatly increases customer satisfaction. The improved manner that
employees interact with customers leads to the consumer feeling appreciated and
respected. This appreciation is critical to the company’s success as it is the basis for
repeated patronage and customer loyalty.

4. Rise in profit:
What quality customer service training allows the company to achieve is higher customer
retention, the acquisition of new customers, reduced employee turnover and increased
sales. The training has a great impact on employee motivation and morale, which leads to
increased productivity. Through the customer service training employees come together
to achieve a common goal, which is to satisfy the customer. Think of it as an equation:
improved customer service + increased customer satisfaction + increased customer
loyalty = an increase in profit.

What should be included in customer service training?

1. Customer service skills
You know that excellent customer service is much more than responding to customer complaints.
It takes soft customer service skills to “read” a customer’s emotional cues, manage a flood of
help tickets, and keep cool when things get heated. Before you can start training reps in new
skills and technologies, make sure all your team members have these three basic skillsets
covered.
Key customer service skills
 Emotional intelligence

Emotional intelligence is the ability to recognize our own emotions and those of others
and to use that information to guide our behaviors. It’s a valuable skill in conflict
resolution, and it’s critical to exceptional customer care. Can your reps demonstrate
empathy under pressure in their customer interactions? Do they know how to use their
own positive moods to diffuse customer complaints?

 Active listening

Active listening is another crucial skill. When customers open a support ticket, it’s
because they’re facing an issue they can’t solve on their own. Above all else, what they
want is to be heard. To meet this expectation, reps must practice active listening—the
skill of listening carefully to what a customer is saying, then responding in a way that
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makes it clear you understand and respect their point. It’s essential for making customers
feel recognized and de-escalating stressful situations.

 Digital tone

It’s hard to convey tone in text, by email, and on social media—especially since
responses are often quick, which can come across as terse. But friendly online
communication is a critical skill in our increasingly digital world. Your reps should be
able to convey a casual, positive tone, regardless of the channel. It can take practice to get
this right, but patience is a critical communication skill when it comes to customer
support.

If your team is coming up short on any of these core competencies, they should be
addressed before you move forward with your training program. Consider holding a
department-wide skills seminar or assigning struggling employees peer mentors to work
on these skillsets. Once your reps are confidently and constantly practicing these skills,
you’re ready for a larger-scale training initiative.

7. The right training types

Customer service training isn't a one-size-fits-all. Your training plan should reflect the right
training style that fits the needs of your business.

Types of training
 In-house employee training
If cost is your team’s greatest concern, a DIY in-house training program might be the
way to go. This model uses your own training materials, with the trainer likely being a
support manager or a highly experienced and skilled rep. You can design and build a
curriculum that’s custom-fit for your team’s struggles and weaknesses. Keep in mind,
though, that just just because someone is a great support rep doesn’t mean they’ll make a
great trainer. And if they're teaching on top of other responsibilities, you need to make
sure they have bandwidth.
 Consultant workshops
Consultant workshops are often considered the gold standard of training programs. These
programs enlist the knowledge of an outside expert and are often held over several days
of in-person intensive training sessions.

The upside is that your team is learning from an expert in the field. These sessions are
often engaging and interesting, and your team is likely to come out of them inspired.
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 Online training platforms
Online training platforms where employees log in and complete video modules, can be a
happy medium between doing everything yourself and outsourcing training to a pro.
While online training programs have a cost, the major benefit is flexibility. Reps can
work on the self-guided modules in their free time and at their own pace. Online training
is also a great option for remote workforces.
The downside to online training is also one of the pluses: the flexibility. Because the
programs are self-guided, it can be easy for your team to put them on the back burner,
and it’s tough to guarantee their engagement when they’re just clicking through an online
portal.

REFERENCE:
http://cwarden.org/warden/downloads/busPsyc/Ch12.pdf
https://explorance.com/blog/4-key-benefits-customer-service-training-programs/
https://www.zendesk.com/blog/customer-service-training-important/