Teaching MethodsTeaching Methods

MethodsMethods

• Management EducationManagement Education– MBA – Regular post graduation courseMBA – Regular post graduation course– MBA – Part time executive developmentMBA – Part time executive development– MBA – Distance learning coursesMBA – Distance learning courses

• Management DevelopmentManagement Development– Formal off-the-job developmentFormal off-the-job development– Formal on-the-job developmentFormal on-the-job development– Informal developmentInformal development

MethodsMethods

• Management Education – Regular courseManagement Education – Regular course– General management foundationGeneral management foundation– SpecializationSpecialization

• FinanceFinance• MarketingMarketing• Human ResourceHuman Resource

The label MBA now covers a wide variety of very The label MBA now covers a wide variety of very

flexible programs in terms of focus upon different flexible programs in terms of focus upon different sectors and industries, modes of delivery, focus sectors and industries, modes of delivery, focus upon business issues rather than academic upon business issues rather than academic subjects, and forms of assessments that interrelate subjects, and forms of assessments that interrelate with workplace assignments and projectswith workplace assignments and projects

• Part time courses for executive Part time courses for executive developmentdevelopment

• Flexible learningFlexible learning

This requires the good partnership This requires the good partnership between education providers and between education providers and business organizationsbusiness organizations

The boundaries between conventional The boundaries between conventional courses and part time courses or courses and part time courses or distance learning is becoming more fluiddistance learning is becoming more fluid

Methods Methods

• What education providers wantWhat education providers want– Sufficient lead time for development, and time to get to know the Sufficient lead time for development, and time to get to know the

organizational context and immediate work environment of organizational context and immediate work environment of participantsparticipants

– An ongoing commitment and guarantee on minimum numbers An ongoing commitment and guarantee on minimum numbers attendingattending

– Fee that covers development costsFee that covers development costs– Consultation over arrangements for nomination of participants, Consultation over arrangements for nomination of participants,

and some control over criteria for participant entryand some control over criteria for participant entry– Clarification of requirements for follow up assignments and Clarification of requirements for follow up assignments and

feedbackfeedback– A key role in assessing individual participant performanceA key role in assessing individual participant performance– Nomination for organizational mentors for participantsNomination for organizational mentors for participants– Time off for participants to attend lectures and workshops, to Time off for participants to attend lectures and workshops, to

carry out project work and assignments, or a proportionate carry out project work and assignments, or a proportionate reduction in working hoursreduction in working hours

– Support in respect of fees and access to computing facilitiesSupport in respect of fees and access to computing facilities– Assistance with identifying work related projectsAssistance with identifying work related projects

Methods Methods

Methods Methods • What Organizations want:What Organizations want:

– A fast response with respect to developmentA fast response with respect to development– Avoidance of an open ended commitmentAvoidance of an open ended commitment– A committed academic course director and A committed academic course director and

academic administrators dedicated to the programacademic administrators dedicated to the program– Discretion over nomination of course participantsDiscretion over nomination of course participants– Minimization of development costs, in case the Minimization of development costs, in case the

course is unable to run as plannedcourse is unable to run as planned– Flexible over numbers attending without incurring Flexible over numbers attending without incurring

financial penaltiesfinancial penalties– Fees charged per capitaFees charged per capita– Follow-up assignments and projects that are Follow-up assignments and projects that are

achievable within the constraints of work, and achievable within the constraints of work, and availability of in-coming counseling and supportavailability of in-coming counseling and support

– Involvement in assessing participant performanceInvolvement in assessing participant performance

Methods Methods

• Whether conducted in a classroom or a Whether conducted in a classroom or a company training room, whether led by company training room, whether led by an academic or by a management trainer, an academic or by a management trainer, off the job management development off the job management development requires careful choice of methodsrequires careful choice of methods

• There are several methods. The key point There are several methods. The key point to remember is that none of the methods to remember is that none of the methods is intrinsically good or worthless, they is intrinsically good or worthless, they need to be selected and combined need to be selected and combined according to the type of learning requiredaccording to the type of learning required

Methods Methods

• Different methods – Off the jobDifferent methods – Off the job– Lectures and presentationsLectures and presentations– Case studies vignettes and critical Case studies vignettes and critical

incidentsincidents– Management gamesManagement games– Outdoor developmentOutdoor development

Methods Methods

• Lecture and PresentationLecture and Presentation– One of the common methods but not One of the common methods but not

necessarily the bestnecessarily the best– It should be linked with seminars and It should be linked with seminars and

workshops and should be followed by ‘break-workshops and should be followed by ‘break-out’ sessions for fuller discussionout’ sessions for fuller discussion

– It is good for transfer of information about a It is good for transfer of information about a new activity or skill effectively if time is new activity or skill effectively if time is allowed for questions and discussions allowed for questions and discussions afterwardsafterwards

– It may be used as a device to challenge It may be used as a device to challenge established assumptions and provoke debateestablished assumptions and provoke debate

Methods Methods

Case studies, Vignettes and critical Case studies, Vignettes and critical incidentsincidents

They are all linked, they all emphasize practical, applied They are all linked, they all emphasize practical, applied and participative learningand participative learning

• Case StudiesCase Studies– These are lengthy, comprehensively written These are lengthy, comprehensively written

and provide detailed information about some and provide detailed information about some past managerial experiencepast managerial experience

• Vignettes and Critical incidentsVignettes and Critical incidents– These are short, precisely written and contain These are short, precisely written and contain

fewer complex issues. They can be as short as fewer complex issues. They can be as short as a paragraph or a press cutting. They are an a paragraph or a press cutting. They are an excellent way of soliciting attitudes and excellent way of soliciting attitudes and beliefs regarding abstract issues and ideasbeliefs regarding abstract issues and ideas

Case StudiesCase Studies

• Case studies are quite popular in Case studies are quite popular in management educationmanagement education– They invite the student to analyze data or They invite the student to analyze data or

reported behavior and to provide a reported behavior and to provide a reasoned set of recommendations for reasoned set of recommendations for actionaction

– They can usually be written with inside They can usually be written with inside information, and can be much richer and information, and can be much richer and more valid than those written solely on more valid than those written solely on the basis of just company reports and the basis of just company reports and press cuttings press cuttings

Case StudiesCase Studies• AdvantagesAdvantages

– Focuses on ‘doing’ in a classroom settingFocuses on ‘doing’ in a classroom setting– Enhances learner development of verbal and written Enhances learner development of verbal and written

communicationcommunication– Encourages mastery through the invitation to solve Encourages mastery through the invitation to solve

mysterymystery– Possesses an illustrative qualityPossesses an illustrative quality– Exposes learners to wide range of true-to-life Exposes learners to wide range of true-to-life

management problemsmanagement problems– Enables learning without confronting actual sensitive Enables learning without confronting actual sensitive

issues because of their artificial characterissues because of their artificial character– Promotes constructive change in the management of Promotes constructive change in the management of

the organizationthe organization– Inspires interests in otherwise theoretical and abstract Inspires interests in otherwise theoretical and abstract

training materialtraining material– Helps bridge the gap between theory and practiceHelps bridge the gap between theory and practice– Helps unlearn ‘skilled incompetence’ Helps unlearn ‘skilled incompetence’

Case StudiesCase Studies• Potential Problems with case study Potential Problems with case study

approachapproach– Diminishes the teaching role of the trainerDiminishes the teaching role of the trainer– Focuses on past and static considerationsFocuses on past and static considerations– Inhibits double-loop learningInhibits double-loop learning– Reduces the learners ability to draw effective Reduces the learners ability to draw effective

generalizationsgeneralizations– Diminishes individual responsibility for Diminishes individual responsibility for

learning and encourages lazy thinking based learning and encourages lazy thinking based on past experienceon past experience

– May reinforce norms of non-criticism and thus May reinforce norms of non-criticism and thus inhibit the growth of knowledgeinhibit the growth of knowledge

– May foster ‘groupthink’May foster ‘groupthink’– May compromise on quality and quantity of May compromise on quality and quantity of

interactive learninginteractive learning– May produce unrealistic responsesMay produce unrealistic responses

VignettesVignettes• Advantages Advantages

– Effective means of raising interest and Effective means of raising interest and generating a productive discussiongenerating a productive discussion

– Where there is a shortage of specific Where there is a shortage of specific information on organization and business information on organization and business contexts, they are an easy way to rectify the contexts, they are an easy way to rectify the situationsituation

– They can add flexibility to classes, workshops They can add flexibility to classes, workshops and seminars, enabling the facilitator to and seminars, enabling the facilitator to pursue a point not raised in the discussion or pursue a point not raised in the discussion or outside the main themes coveredoutside the main themes covered

– They provide a specific example in practice of They provide a specific example in practice of a process discussed in a literaturea process discussed in a literature

– They can promote discovery learning, They can promote discovery learning, especially when dealing with theoretical issues especially when dealing with theoretical issues

VignettesVignettes

• DisadvantagesDisadvantages– They can encourage short cuts in They can encourage short cuts in

learning compared with case studieslearning compared with case studies– The quality of discussion may depend The quality of discussion may depend

a great deal upon participants a great deal upon participants existing knowledge of the issue or existing knowledge of the issue or similar issuessimilar issues

– They encourage gut responses, They encourage gut responses, compared with case study analysis compared with case study analysis which demands prior preparation and which demands prior preparation and reflection reflection

Methods Methods • Management GamesManagement Games

– Business gamesBusiness games• These focus upon business-economic decision These focus upon business-economic decision

making, inviting participants to decide on policies making, inviting participants to decide on policies to be adoptedto be adopted

• Increase understanding of business finance and Increase understanding of business finance and how the whole enterprise fits togetherhow the whole enterprise fits together

• Stretch people by giving them a demanding, Stretch people by giving them a demanding, extended and work-related taskextended and work-related task

• Cause a management to work closely together on a Cause a management to work closely together on a common task common task

– Board gamesBoard games• A game approach using board and dice for helping A game approach using board and dice for helping

memorize or revise facts or for exploring a subject memorize or revise facts or for exploring a subject and developing a discussionand developing a discussion

• This has proven to be extremely useful in recall of This has proven to be extremely useful in recall of complex legal information relating to employee complex legal information relating to employee relationsrelations

MethodsMethods

• Management games contd..Management games contd..– Structured experiencesStructured experiences

• These are exercises designed to focus These are exercises designed to focus attention upon transactions between attention upon transactions between individuals, and the ways in which these individuals, and the ways in which these can shape group efficiencycan shape group efficiency

• The aim of these structured experiences The aim of these structured experiences is to increase the ability of members: is to increase the ability of members:

– To appreciate how others react to their own To appreciate how others react to their own behavior, behavior,

– To gauge the state of relationships between To gauge the state of relationships between others’others’

– To carry out skillfully the behavior required To carry out skillfully the behavior required by the situationby the situation

MethodsMethods– Role PlaysRole Plays

• Role play is a devise to bridge the gap Role play is a devise to bridge the gap between cognitive, affective and behavioral between cognitive, affective and behavioral skillsskills

• Participants know how to solve a problem but Participants know how to solve a problem but they need to internalize the feelings that they need to internalize the feelings that real life situation may generate in resolving real life situation may generate in resolving itit

• Role plays can be both structured and Role plays can be both structured and spontaneousspontaneous

• Role plays is used as an essential part of Role plays is used as an essential part of sales training, interpersonal skills training sales training, interpersonal skills training such as handling staff grievances, discipline, such as handling staff grievances, discipline, appraisal or selection interviewsappraisal or selection interviews

• It is important to make use of recording and It is important to make use of recording and playing back facility to help participants to playing back facility to help participants to learn from the experiencelearn from the experience

Methods Methods • Choosing and using appropriate games is Choosing and using appropriate games is

not easy, but usually requires the followingnot easy, but usually requires the following– Clear objectives: Is the aim to develop Clear objectives: Is the aim to develop

theoretical knowledge and understanding of theoretical knowledge and understanding of ideas or is it to develop interpersonal behavior ideas or is it to develop interpersonal behavior or change individual attitudesor change individual attitudes

– A thorough understanding of individual A thorough understanding of individual motivation and group dynamics, so as to ensure motivation and group dynamics, so as to ensure optimal conditions for game playoptimal conditions for game play

– Advance preparation and rehearsal, so that the Advance preparation and rehearsal, so that the game can be properly introduced and potential game can be properly introduced and potential problems can be anticipatedproblems can be anticipated

– Taking account of organizational culture so that Taking account of organizational culture so that participants are not expected to behave in a way participants are not expected to behave in a way totally inconsistent with the norms that apply totally inconsistent with the norms that apply back at workback at work

– Appropriate room layoutAppropriate room layout

Methods Methods • Games can also be classified based Games can also be classified based

on what it wants to achieveon what it wants to achieve– Surface learningSurface learning

• Focuses on information, memorizing Focuses on information, memorizing contents for reproduction and task contents for reproduction and task requirementsrequirements

– Deep learningDeep learning• Focuses on meaning of information, Focuses on meaning of information,

vigorous interaction with the content, vigorous interaction with the content, identifying underlying principles and identifying underlying principles and concepts, evaluation of new ideas etcconcepts, evaluation of new ideas etc

– Strategic learningStrategic learning• Focuses on achieving highest performance, Focuses on achieving highest performance,

making best use of time and effort, ensuring making best use of time and effort, ensuring conditions and materials are appropriate, conditions and materials are appropriate, Attempts to predict future events Attempts to predict future events

Methods Methods • Outdoor development – two types:Outdoor development – two types:

– Management teamworkManagement teamwork– Personal developmentPersonal development

• Provides an opportunity to a work team to go away as Provides an opportunity to a work team to go away as an entire groupan entire group

• The tasks are very different from managerial work The tasks are very different from managerial work but they are real and based on underlying but they are real and based on underlying management processesmanagement processes

• Done usually by experienced training consultantsDone usually by experienced training consultants• Should normally be built along with complementary Should normally be built along with complementary

program of indoor activities and self assessment program of indoor activities and self assessment instruments covering such aspects as instruments covering such aspects as communication, leadership style, team roles, conflict communication, leadership style, team roles, conflict management and other interpersonal developmentmanagement and other interpersonal development

• Ensuring effective transfer of learning back to work Ensuring effective transfer of learning back to work place requires follow-up, review and conclusions and place requires follow-up, review and conclusions and sufficient time sufficient time

Methods Methods • Work based (on-the-job) development Work based (on-the-job) development

methodsmethods– Learning from another personLearning from another person

• CoachingCoaching• Mentoring and sponsorshipMentoring and sponsorship• Role modelsRole models

– Learning from tasksLearning from tasks• Special projectsSpecial projects• Job rotationJob rotation• ShadowingShadowing• SecondmentSecondment• Acting up Acting up

– Learning with othersLearning with others• Part of a task forcePart of a task force• Action learningAction learning• NetworkingNetworking

MethodsMethods

• CoachingCoaching– Generally is the responsibility of the Generally is the responsibility of the

immediate supervisor to counsel, provide immediate supervisor to counsel, provide insight, give frank feedback, demonstrate insight, give frank feedback, demonstrate interest in development and help interest in development and help overcome problemsovercome problems

– Skills of coachingSkills of coaching• ObservationObservation• Active listeningActive listening• DiscussionDiscussion• Challenging and questioningChallenging and questioning• DelegationDelegation• TimingTiming

MethodsMethods• Mentoring and sponsorshipMentoring and sponsorship

– Mentoring occurs when an experienced Mentoring occurs when an experienced manager offers guidance, stimulus, manager offers guidance, stimulus, encouragement, feedback and support to a encouragement, feedback and support to a younger or less experienced employeeyounger or less experienced employee

– It can be both a formal or an informal activityIt can be both a formal or an informal activity– Mentor plays an active role in creating and Mentor plays an active role in creating and

communicating career opportunities to an communicating career opportunities to an individual and acts as an advocate giving individual and acts as an advocate giving ‘visibility’ within the wider organization and ‘visibility’ within the wider organization and outsideoutside

– Mentoring can also be a work-related Mentoring can also be a work-related development opportunity for the mentor development opportunity for the mentor himself, it helps him to keep in touch with what himself, it helps him to keep in touch with what is happening elsewhere in the organizationis happening elsewhere in the organization

MethodsMethods

• Role modelingRole modeling– Most managers learn from watching those Most managers learn from watching those

around them and use their observations to around them and use their observations to form positive or negative role models even form positive or negative role models even though they may not be working with themthough they may not be working with them

– Role models are observed and studied for Role models are observed and studied for their qualities, attitudes and behavior and their qualities, attitudes and behavior and perceived as effective or ineffective by the perceived as effective or ineffective by the observerobserver

– Line managers or mentors can be useful Line managers or mentors can be useful role modelsrole models

– Even the negative role models can be very Even the negative role models can be very instructive: they teach patience and the instructive: they teach patience and the need to be aware of managerial impact on need to be aware of managerial impact on othersothers

MethodsMethods

• Learning from tasksLearning from tasks– Special projectsSpecial projects

• It can be direct component of the manager’s job or It can be direct component of the manager’s job or starting a new unit from scratch or turning upon a starting a new unit from scratch or turning upon a non performing unit or managing an operation of a non performing unit or managing an operation of a much larger scopemuch larger scope

• Such assignments emphasize on the ability to stand Such assignments emphasize on the ability to stand alone, make decisions and shoulder responsibilityalone, make decisions and shoulder responsibility

• These involve a risk of failure, learning to work with These involve a risk of failure, learning to work with difficult people under trying circumstances and difficult people under trying circumstances and learning to cope with an extremely exhausting learning to cope with an extremely exhausting workloadworkload

• They are assignments given to develop potential and They are assignments given to develop potential and assist successionassist succession

• Sometimes the primary purpose of work related Sometimes the primary purpose of work related projects may not be development of an individual projects may not be development of an individual

Methods Methods

• Learning from tasks contd..Learning from tasks contd..– Job rotationJob rotation

• It involves moving a manager into different It involves moving a manager into different roles and tasks within different work groups roles and tasks within different work groups and environments, with the aim of broadening and environments, with the aim of broadening their knowledge and skills basetheir knowledge and skills base

• It is done on a regular an structured basis and It is done on a regular an structured basis and also in an ad hoc basisalso in an ad hoc basis

• It is useful in the process of de-layeringIt is useful in the process of de-layering– ShadowingShadowing

• It is primarily about learning an activity by It is primarily about learning an activity by observing also known as ‘Sitting next to Nellie’observing also known as ‘Sitting next to Nellie’

• Manager visits another site or company and Manager visits another site or company and spends time observing the work for a defined spends time observing the work for a defined period period

Methods Methods • Learning from tasks contd..Learning from tasks contd..

– Secondment: Secondment: • This is a form of work based development that takes the This is a form of work based development that takes the

individual out of the normal work unit and places them within a individual out of the normal work unit and places them within a different working environment for a defined period of time. different working environment for a defined period of time.

• Usually this involves a placement within a different Usually this involves a placement within a different organization or placements within different parts of a large organization or placements within different parts of a large organizationorganization

• It can also be in the form of job-swap between two individuals, It can also be in the form of job-swap between two individuals, both trying out a different role and can consult each other for both trying out a different role and can consult each other for adviceadvice

• Individuals may also be send on secondment for community Individuals may also be send on secondment for community involvement programsinvolvement programs

• It requires careful support at all stages and can lead to It requires careful support at all stages and can lead to dissatisfaction or de-motivation and a costly waste of resource dissatisfaction or de-motivation and a costly waste of resource

– Acting upActing up• This occurs in case of leave, illness, difficulties in recruitment, This occurs in case of leave, illness, difficulties in recruitment,

vacancies etc. vacancies etc. • Provides an opportunity to learn new skills and explore a Provides an opportunity to learn new skills and explore a

suitability of a career movesuitability of a career move• Such opportunities depend for their success on effective Such opportunities depend for their success on effective

delegation by offering challenge, responsibility and autonomydelegation by offering challenge, responsibility and autonomy

Methods Methods • Learning from othersLearning from others

– Task forcesTask forces• These are often set up to deal with a pressing organizational These are often set up to deal with a pressing organizational

problem, the solution to which requires input from a number problem, the solution to which requires input from a number of managers, often from diverse parts of the organizationof managers, often from diverse parts of the organization

• These are common in organizations facing changes and These are common in organizations facing changes and provide an opportunity for participants to gain a wider provide an opportunity for participants to gain a wider perspectiveperspective

• Care is needed to ensure that selection of participants is Care is needed to ensure that selection of participants is considered fair by othersconsidered fair by others

– Action learningAction learning• It means learning from real-life problemsIt means learning from real-life problems• This is based on the philosophy that true development is This is based on the philosophy that true development is

achieved only by helping individuals to help themselvesachieved only by helping individuals to help themselves• Managers are motivated to take responsibility for their own Managers are motivated to take responsibility for their own

learning and to be focused upon action rather than just learning and to be focused upon action rather than just analysisanalysis

• Learning sets may consist of five or six managers with a Learning sets may consist of five or six managers with a facilitator who meet to test and question each other about a facilitator who meet to test and question each other about a challenging work related problem challenging work related problem

Methods Methods • NetworkingNetworking

– Learning from each other by sharing each Learning from each other by sharing each others knowledge and skills by way of a club others knowledge and skills by way of a club or a forum or an informal communicationor a forum or an informal communication

– Networking is a useful way of getting things Networking is a useful way of getting things done, and getting a fresh perspective on done, and getting a fresh perspective on problems.problems.

– Quality management, internal markets, Quality management, internal markets, downsizing and de-layering all place more downsizing and de-layering all place more emphasis upon the management of emphasis upon the management of relationshipsrelationships

– Good influencing skills are important but Good influencing skills are important but needs to be complemented by the ability to needs to be complemented by the ability to network network

Making Best Use of Making Best Use of MethodsMethods

• To make best use of work-based management To make best use of work-based management development methods, organizations need to:development methods, organizations need to:– Communicate why it is importantCommunicate why it is important– Instigate training in how to do itInstigate training in how to do it– Ensure that it is integrated with other formal Ensure that it is integrated with other formal

development and human resource activities such as development and human resource activities such as appraisal and rewardsappraisal and rewards

– Clarify the roles and responsibilities, especially Clarify the roles and responsibilities, especially those of the human resource specialist, the line those of the human resource specialist, the line manager and the individual manager to be manager and the individual manager to be developeddeveloped

– Ensure that these roles are reinforces in the wide Ensure that these roles are reinforces in the wide organizational culture organizational culture

– Three factors have to be present to overcome Three factors have to be present to overcome constraints on development: Creativity, Pro-activity constraints on development: Creativity, Pro-activity and self development, critical reflectivity and self development, critical reflectivity

Transaction Transaction AnalysisAnalysis

Transactional AnalysisTransactional Analysis

• A model for explaining why and how:A model for explaining why and how:– People think like they doPeople think like they do– People act like they doPeople act like they do– People interact/communicate with People interact/communicate with

othersothers• Based on published ‘psychological’ Based on published ‘psychological’

work such as:work such as:– Games People PlayGames People Play (Dr. Eric Berne) (Dr. Eric Berne)– I’m OK - - You’re OKI’m OK - - You’re OK (Dr. Tom Harris) (Dr. Tom Harris)– Born to WinBorn to Win (Dr. Dorothy Jongeward) (Dr. Dorothy Jongeward)

Our Brain (according to Our Brain (according to Berne)Berne)

• Determines what we think and how we Determines what we think and how we actact

• Acts like a tape recorder while recordingActs like a tape recorder while recording

1)1) EventsEvents

2)2) Associated feelingsAssociated feelings• Has 3 distinct parts or ego statesHas 3 distinct parts or ego states

1)1) ParentParent

2)2) AdultAdult

3)3) ChildChild

Parent Ego StateParent Ego State

• Thoughts, feelings, attitudes, behavioral Thoughts, feelings, attitudes, behavioral patterns based on messages or lessons patterns based on messages or lessons learned from parents and other ‘parental’ or learned from parents and other ‘parental’ or authoritarian sourcesauthoritarian sources

• Should and should not; ought and ought not; Should and should not; ought and ought not; always and neveralways and never

• Prejudicial views (not based on logic or facts) Prejudicial views (not based on logic or facts) on things such as:on things such as:

religionreligion dress dress salespeoplesalespeopletraditionstraditions work work productsproductsmoneymoney raising childrenraising children

companiescompanies• Nurturing views (sympathetic, caring views)Nurturing views (sympathetic, caring views)• Critical views (fault finding, judgmental, Critical views (fault finding, judgmental,

condescending views)condescending views)

Adult Ego StateAdult Ego State

• Thoughts, feelings, attitudes, Thoughts, feelings, attitudes, behavioral patterns based on behavioral patterns based on objective analysis of information objective analysis of information (data, facts)(data, facts)

• Make decisions based on logic, Make decisions based on logic, computations, probabilities, etc. computations, probabilities, etc. (not emotion)(not emotion)

Child Ego StateChild Ego State

• Thoughts, feelings, attitudes, behavioral Thoughts, feelings, attitudes, behavioral patterns based on child-like emotions, patterns based on child-like emotions, impulses, feelings we have experiencedimpulses, feelings we have experienced

• Child-like examplesChild-like examples

ImpulsiveSelf-centeredAngryFearful

HappyPleasure seekingRebelliousHappy

CuriousEager to please

Ego PortraitsEgo Portraits

• People have favorite, preferred People have favorite, preferred ego state, depicted by larger ego state, depicted by larger circle in a diagramcircle in a diagram

ParentParent AdultAdult ChildChild

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Human Interaction Human Interaction AnalysisAnalysis

• A transaction = any interaction or A transaction = any interaction or communication between 2 peoplecommunication between 2 people

• People send and receive messages out People send and receive messages out of and into their different ego statesof and into their different ego states

• HowHow people say something (what others people say something (what others hear?) just as important as hear?) just as important as whatwhat is said is said

• Types of communication, interactionsTypes of communication, interactions1)1) ComplementaryComplementary

2)2) CrossedCrossed

3)3) UlteriorUlterior

Intonations: It’s the Way You Intonations: It’s the Way You Say It!Say It!

What it meansWhat it means

I was going to take someone else.I was going to take someone else.

Instead of the guy you were going Instead of the guy you were going with.with.

I’m trying to find a reason why I I’m trying to find a reason why I shouldn’t take you.shouldn’t take you.

Do you have a problem with me?Do you have a problem with me?

Instead of going on your own.Instead of going on your own.

Instead of lunch tomorrow.Instead of lunch tomorrow.

Not tomorrow night.Not tomorrow night.

• Placement of the emphasisPlacement of the emphasis

• Why don’t I take Why don’t I take youyou to dinner tonight? to dinner tonight?• Why don’t Why don’t II take you to dinner tonight? take you to dinner tonight?• Why Why don’tdon’t I take you to dinner tonight? I take you to dinner tonight?

• WhyWhy don’t I take you to dinner tonight? don’t I take you to dinner tonight?• Why don’t I Why don’t I taketake you to dinner tonight? you to dinner tonight?• Why don’t I take you to Why don’t I take you to dinnerdinner tonight? tonight?• Why don’t I take you to dinner Why don’t I take you to dinner tonighttonight??

Complementary Complementary ‘Transactions’‘Transactions’

• Interactions, responses, actions regarded as Interactions, responses, actions regarded as appropriate and expected from another appropriate and expected from another person.person.

• Parallel communication arrows, Parallel communication arrows, communication continues.communication continues.

Example 1:Example 1: #1#1 What is the time ?What is the time ?

#2#2 It’s 11:15.It’s 11:15.P

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Complementary Complementary ‘Transactions’ cont’d‘Transactions’ cont’d

Example 2:Example 2:

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#1 You’re late again!

#2 I’m sorry. It won’t happen again.

Crossed ‘Transactions’Crossed ‘Transactions’

• Interactions, responses, actions Interactions, responses, actions NOTNOT regarded as regarded as appropriate or expected from another person.appropriate or expected from another person.

• Crossed communication arrows, communication Crossed communication arrows, communication breakdown.breakdown.

Example 1Example 1 #1#1 What is the time ?What is the time ?

#2#2 There’s a clock on the wall, why don’t There’s a clock on the wall, why don’t you you figure it out yourself? figure it out yourself?

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Crossed ‘Transactions’ Crossed ‘Transactions’ cont’dcont’d

Example 2Example 2 #1#1 You’re late again!You’re late again!

#2#2 Yeah, I know, I had a Yeah, I know, I had a flat tire.flat tire.

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Ulterior ‘Transactions’Ulterior ‘Transactions’

• Interactions, responses, actions Interactions, responses, actions which are different from those which are different from those explicitly statedexplicitly statedExampleExample #1#1 How about coming up to my How about coming up to my room androom and

listening to some music?listening to some music?

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Some Selling Some Selling Implications of TAImplications of TA

• Develop an adaptive selling strategy for Develop an adaptive selling strategy for ‘parent’, ‘adult’, ‘child’ customers‘parent’, ‘adult’, ‘child’ customers

• ‘‘Best’ communication exchange for selling?Best’ communication exchange for selling?– Remember to respond in ‘complementary’ Remember to respond in ‘complementary’

mannermanner– Most effective selling involves adult to adultMost effective selling involves adult to adult

• Strokes, or positive interactions, importantStrokes, or positive interactions, important– Verbal (e.g. hello, compliment)Verbal (e.g. hello, compliment)– Touch (handshake, pat on back)Touch (handshake, pat on back)– A giftA gift– ListeningListening

Being a ‘Response Able’ Being a ‘Response Able’ personperson

• Recognize you cannot control another’s behavior, but you Recognize you cannot control another’s behavior, but you can affect their behavior by the way you respond to them.can affect their behavior by the way you respond to them.

• Remember you control your own behavior and thoughts.Remember you control your own behavior and thoughts.1)1) Keep things in perspectiveKeep things in perspective

Don’t sweat small stuffDon’t sweat small stuff Give it test of timeGive it test of time Ask if it’s happened beforeAsk if it’s happened before Distinguish what can be changed from what can’tDistinguish what can be changed from what can’t Focus on haves vs. have notsFocus on haves vs. have nots

2)2) Have realistic expectationsHave realistic expectations Life is not fair or perfectLife is not fair or perfect Bad (good) things happen, usually don’t last foreverBad (good) things happen, usually don’t last forever Things don’t always go according to planThings don’t always go according to plan People don’t always act as you’d like (remember ego People don’t always act as you’d like (remember ego

state explanations, people have ‘bad’ days, etc.)state explanations, people have ‘bad’ days, etc.)

Dealing with Difficult Dealing with Difficult PeoplePeople

• Keep ‘adult’ ego state in control of yourself.Keep ‘adult’ ego state in control of yourself.• Don’t get defensive, argumentative, Don’t get defensive, argumentative,

emotional.emotional.• Don’t take it personally.Don’t take it personally.• Move cautiously, stay cool, remember Move cautiously, stay cool, remember

complementary transactions and strokes.complementary transactions and strokes.• Do not need to take continued abuse.Do not need to take continued abuse.• If handled well (e.g. didn’t embarrass If handled well (e.g. didn’t embarrass

customer, allowed them to take something customer, allowed them to take something out on you), can turn out to be positive out on you), can turn out to be positive later.later.

Quotes: Transactional Quotes: Transactional AnalysisAnalysis

• When a relationship is right, When a relationship is right, details are negotiable;details are negotiable;

When tension is high, details When tension is high, details become obstacles.become obstacles.

Quotes: Transactional Quotes: Transactional AnalysisAnalysis

• Rule #1:Rule #1:

The customer is never wrong.The customer is never wrong.

• Rule #2:Rule #2:

If the customer is wrong, read If the customer is wrong, read rule #1.rule #1.