CHAPTER 17
A Life Plan for Effective Human Relations
CHAPTER PREVIEW
After studying this chapter, students should be able to:
1. Learn how to cope with the forces that influence work/life balance.
2. Define success by standards that are compatible with you needs and values.
3. Discuss the meaning of right livelihood.
4. Describe four nonfinancial resources that can enrich your life.
5. Provide guidelines for developing a healthy lifestyle.
6. Develop a plan for making needed changes in your life.
PURPOSE AND PERSPECTIVE
In this chapter, students are encouraged to look beyond the traditional measures of “success” and
evaluate for themselves what their definition of success will be. The term right livelihood is discussed
in detail. Hopefully, this chapter will help students plan ahead toward work that is consciously chosen,
that places money in a secondary position, and that provides a vehicle for expression of their
multifaceted personal and professional lives. Students are encouraged to study and embrace four
important nonfinancial resources. Guidelines are provided for maintaining a healthy diet and physical
fitness as well as changing potentially destructive habits. The chapter ends with a challenge to all
students to make conscious choices that will lead them in the direction in which they want to go as they
progress through life.
PRESENTATION OUTLINE
I. Achieving Balance in a Chaotic World
A. Redefining our work lives
II. Toward a New Definition of Success
A. The need for new models of success
B. Total-person model
C. Values-based organizational culture
D. Developing your own life plan
III. Toward Right Livelihood
A. Right livelihood is based on conscious choice
B. Right livelihood places money in a secondary position
C. Right livelihood recognizes that work is a vehicle for personal growth
D. Defining your relationship with money
1. True prosperity
2. Mature money management
3. Achieving wedded bliss
IV. Defining your Nonfinancial Resources
Chapter 17: A Life Plan for Effective Human Relations 65
A. Physical and mental health
B. Education and training (intellectual growth)
1. Develop your unique brand
2. Be selective in what you learn
3. Take advantage of various learning pathways
C. Leisure time
D. Healthy spirituality
1. Spirituality at work
V. Developing a Healthy Lifestyle
A. Guidelines for a healthy diet
B. Maintain a healthy weight
C. The hidden dangers of eating out
D. Exercise fuels a healthy body
IVI. Planning for Changes in Your Life
A. The power of habits
1. Motivation
2. Knowledge
3. Practice
4. Feedback
5. Reinforcement
B. The Choice Is Yours
TRY YOUR HAND EXERCISES
1. Answers will vary. Students will need time to complete this activity.
2. Answers may vary. It might be interesting to hold an in-class debate with individual students or
teams of students representing each side of this question. Allow each side time to prepare an
argument; then allow a limited time for spokespersons to present their positions. Then encourage
the entire class to discuss the statement by Hernacki.
3. If your students are keeping a journal, encourage them to record daily thoughts about their
experiences.
CRITICAL THINKING CHALLENGE
Students’ answers will vary. Remind students to review the discussion of identifying one’s core values
on pp. 105-106 and Figure 7.1 on p. 142. Encourage students to discuss their responses.
SELF-ASSESSMENT EXERCISE
After identifying their response to each item, students can share their thoughts on staying connected
with friends and family, work-life balance, and sense of purpose in their life’s work.
YOU PLAY THE ROLE EXERCISE
Corey Cell needs to think about the best way to help Ambry redefine life. Prior to the role-play, Corey
should study the material on right livelihood, money management, and nonfinancial resources. Good
listening skills will be helpful during the role play.
66 Chapter 17: A Life Plan for Effective Human Relations
CASE QUESTIONS
BELOW THE SURFACE: Reflecting on the Meaning of Life
1. Students can discuss how they would feel about becoming a middle-aged student. You could
encourage any older students enrolled in the class to share their experiences in this regard with
students of traditional college age.
2. Students should evaluate and discuss the advantages and disadvantages of Quinlan’s decision–
making model. Encourage students to consider how Quinlan’s experience as she worked her way
up to a position she ultimately disliked helped to prepare her to become a successful entrepreneur.
3. Students should offer ideas on their preferred retirement plans.
ADDITIONAL APPLICATION EXERCISES
1. Long-term studies by Stanford Research Institute and the Gallup Organization involving more
than 250,000 successful men and women indicated that each of us has a unique potential that
defines our destiny.
1
When we ignore these qualities and focus on our perceived weaknesses, we
feel trapped and unhappy. Each of us can do some things well, but these talents may not be fully
utilized. Instruct class members to identify five significant strengths and talents they possess. Ask
those class members who are currently employed to indicate if these strengths and talents are used
in their work. Then ask students who are not working at the present time if they anticipate finding
a job where these strengths and talents will be utilized.
2. Preparing for a trip often requires a great deal of thinking about what you want to take with you.
Without this planning, you might discover upon reaching your destination that you packed a
number of items that were not needed but failed to pack some items that you could have used. As
you develop your life plan, it is helpful to think about “repacking” your bag. Are there items you
want to get rid of before starting your new journey? Here are some examples:
• A grudge you hold toward another person
• A habit (smoking or compulsive TV viewing, for example) that reduces the quality of your
life
• Possessions that are no longer important
You may want to pack some new items before beginning your journey. Some examples follow:
• A new skill or competency that will contribute to your search for right livelihood
• A mentor relationship with someone
• A budget that will result in less financial pressure
Note to the Instructor: If students are serious about developing a new life plan, they will enjoy
this activity. This exercise can also be used when students are close to graduation and preparing
for a new job.
1
Robert K. Cooper, “Applying Emotional Intelligence in the Workplace,” Training & Development,
December 1997, p. 36.