CHAPTER 10
Building Stronger Relationships with
Positive Energy
CHAPTER PREVIEW
After studying this chapter, students should be able to:
1. Explain how positive energy contributes to improved interpersonal relationships.
2. Describe the fundamentals of positive psychology
3. Identify and discuss the positive emotions that contribute to a fulfilling life.
4. Describe workplace cultures that generate positive energy.
5. Understand how to use positive reinforcement to improve relationships and reward behavior.
6. Describe the major barriers to the use of positive reinforcement.
7. Explain how to reward individual and team performance.
PURPOSE AND PERSPECTIVE
This chapter emphasizes the important role of positive energy in improving relationships, reducing
stress, and increasing worker productivity. The use of positive reinforcement to motivate people is also
discussed in detail. We begin this chapter with a discussion of positive energy and the human need for
positive experiences. In general, people have a strong desire for recognition of their accomplishments.
Then we introduce several forms of positive reinforcement used in organizations today. A section on
the major barriers to positive reinforcement is presented. The final section of this chapter focuses on
awards and incentives. Upon completion of this chapter, students should possess a greater appreciation
for the important role positive reinforcement can play in improving interpersonal relations.
PRESENTATION OUTLINE
I. Positive Energy Contributes to Improved Interpersonal Relationships
A. Energy: An important force in our lives
II. Positive Psychology: Theory and Initiatives
A. Forms of positivity
B. The theory of flow
C. The happiness advantage
III. Positive Emotions: Prerequisite for a Fulfilling Life
A. Gratitude
B. Pride
C. Serenity
D. Interest
E. Social support
IV. Workplace Cultures That Create Positive Energy
A. Clinic Service Corporation
B. Migros Ticaret A.S.
38 Chapter 10: Building Stronger Relationships with Positive Energy
C. Salesforce.com
V. Positive Reinforcement—Creating Positive Energy
A. Positive reinforcement defined
B. Support from Skinner
C. The Power of recognition
D. Courtesy can be contagious
E. Active listening
F. Thank you
VI. Barriers to Positive Reinforcement
A. Preoccupation with the self
B. Misconceptions about positive reinforcement
C. The “too busy” syndrome
D. Failing to identify commendable actions
IIIII. Rewarding Individual and Team Performance
A. Incentive programs
1. Do not assume that financial rewards provide the most powerful incentive
2. Avoid incentives that might foster unethical behavior
3. Always field-test incentive plans
B. Reexamining our ideas about productivity
CAREER INSIGHT EXERCISE
Students can discuss how they might apply the “energy renewal” tips to maintain a high energy level
and prevent burnout at work.
TRY YOUR HAND EXERCISES
1. Poll the class to determine how students ranked the four options, and encourage open discussion
of the advantages and disadvantages of each one. Ask students to consider the economic
implications of each option. The first option will require only a small investment, but the other
three will cost more. Also encourage students to think about factors that will influence the success
of each plan. You may want to review the guidelines for designing and implementing an incentive
program.
2. In today’s fast-paced world, people often do not take time to initiate acts of kindness. Encourage
students to reflect on each experience and discuss their feelings. Discuss how this practice might
be used to build stronger interpersonal relationships at work.
3. Encourage students to reflect on and share, as they desire, the feelings and outcomes they
observed during their experiment with 3–, 4-, and 5-to-1 positive-to-negative ratios. Discuss
whether it was easy or difficult in practice to keep count and to invent enough positive statements
to outnumber their negative ones.
CRITICAL THINKING CHALLENGE
The dipper and bucket metaphor has become well known throughout the nation thanks to the book How
Full is Your Bucket? Encourage students to be open about responses to the questions.
SELF-ASSESSMENT EXERCISE
Students can use this assessment to evaluate their understanding of the essentials of positive
psychology. Based on their results, they should choose one area for improvement, formulate an
improvement goal, and develop a specific plan to achieve it.
Chapter 10: Building Stronger Relationships with Positive Energy 39
YOU PLAY THE ROLE EXERCISE
Encourage students to completely step into the role of Britten Higgins and think about what approach in
expressing interest, preparation for advancement within the current position, and qualifications would
impress the manager. Encourage class discussion after the role play ends.
CASE QUESTIONS
BELOW THE SURFACE: Developing Positive Energy
1. Answers will vary; students should select one or more energy renewal activities that they find
appealing.
2. Answers will vary; students should suggest additional energy renewal strategies. Reasonable
responses will be realistic strategies geared toward stress reduction, increased happiness, etc.
CLOSING CASE: The Role of Pride in Building High Morale
1. Students responses will vary depending on their past work experience and other factors. Students
might point out that involvement of supervisors with employees’ problems may enhance social
support systems within the workplace, increasing positive emotions. They may mention that past
research has supported the employer-customer profit chain theory that making employees feel
valued and cared for increases employee productivity and engagement, and in turn elevates
customer satisfaction and loyalty.
2. This question will challenge students to carefully reflect on their past work experience. Encourage
students to consider the factors that constitute achievement in various work settings. Students
might suggest, for instance, that these include the major purposes or goals of the organization
(e.g., high sales of prepared foods, food safety; improved patient outcomes, appropriate insurance
reimbursement for services) and the typical span of influence or responsibilities of employees.
ADDITIONAL APPLICATION EXERCISES
1. Join two or three other class members and discuss the following quotation: “The most successful
human relations derive from those words and actions that evoke responses from the positive side
of the emotional scale” (Jack Taylor, 12 Basic Ideas About People). Do you agree or disagree
with Jack Taylor? What impact does a compliment or praise have on you?
Note to the Instructor: Permit students to discuss this quote for eight to ten minutes. (Be sure that
one member of each group takes notes.) Then call for group reports. Summarize the key points at
the conclusion of the feedback session.
2. During the past year, someone no doubt did you a big favor, but you may not have expressed your
appreciation. Write this person a thank-you letter for the kindness extended to you.
Note to the Instructor: Encourage students to write more than one letter. Letters might be sent to
past employers, teachers, and fellow workers.
3. Make a list of the important things in your life that you feel grateful for, including things that
turned out better than you expected. Then make a list of people who have helped you in one way
or another and who probably deserve a “thank you” in one form or another.
Note to the Instructor: Wallowing in negativity can decrease our creativity, rob us of energy
needed to do our best, and reduce our effectiveness as a team member. Encourage students to
think of this exercise as an opportunity to develop positive energy and a more optimistic outlook
on life.