Transactional Analysis (Applied Organisational Behaviour)

8/18/2019 Transactional Analysis (Applied Organisational Behaviour)

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NATIONAL INSTITUTE OF FASHION TECHNOLOGY

BENGALURU (2015 -2017)

APPLIED ORGANISATIONAL BEHAVIOUR (AOB)

MFM SEMESTER- II

Assignment One

Transactional Analysis:

Ego States and The Four Life Positions

BY

Léa Chery - MFM/EXC/JJ-16/07

Pranpratim Ron Bhuyan - MFM/15/40

Under the guidance of

Dr. Sanjeev Malage


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Declaration

We hereby declare that the report entitled

Transactional Analysis: Ego States and Four Life Positions

submitted to NIFT Bengaluru is a record of original work done by us under the guidance of

Dr. Sanjeev Malage, Associate Professor, FMS, National Institute of Fashion Technology,

Bengaluru, and this project work is submitted in the partial fulfilment of the requirements

for the award of the degree of Masters of Fashion Management. The results embodied in

this report have not been submitted to any other university or institute for the award of any

degree or diploma

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Léa Chery

MFM/EXC/JJ-16/07

01/02/2016

Pranpratim Bhuyan

MFM/15/40

01/02/2016


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Acknowledgement

We would like to express our sincere gratitude to Dr. Sanjeev Malage for his continuous

support, his patience, motivation, and immense knowledge.

His guidance helped us in all the time of research and writing of this report.

We would also like to thank our fellow classmates for the stimulating discussions,

brainstorming sessions and the sleepless nights we were working together to meet the

deadlines.

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Léa Chery

MFM/EXC/JJ-16/07

01/02/2016

Pranpratim Bhuyan

MFM/15/40

01/02/2016


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Executive Summary

This report provides a succinct account on the theory of Transactional Analysis

which was founded by Eric Berne in the 1950s and 1960s and has been evolving ever

since. The objective of TA is to provide better understanding of how people relate to one

another, so that they may develop improved communication and human relationship.

The report starts with a brief introduction into the concept of Transactional Analysis

followed by a detailed account of the Structural and the Functional Ego States in

individuals. Here, all the ego-states namely Parent, Adult and Child and their respective

sub-compartments have been explored. For each of the ego-state, a short explanation

followed by its consequences has been submitted.

Following that, a brief account has been presented on the Contamination and

Exclusion of Ego-States, with sections on Parent Contaminated Adult, Parent

Contaminated Adult with Blocked Out Child, Child Contaminated Adult with Blocked Out

Parent and Blocked out or Decommissioned Adult.

The report then sheds light upon the subject of Analysis the Transactions by

analysing the nature of Complimentary Transactions, Crossed Transactions and Ulterior

Transactions, with suitable examples from the workplace.

The report then finally, lays a concise account on the concept of the Four Life

Positions suggested by Eric Berne (I’m OK, You’re OK, I’m OK, You’re not OK, I’m not OK,

You’re OK and I’m not OK, You’re not OK)

The report concludes with a closing statement on the implications and importance

of Transactional Analysis in the current organisational setting and how it is beneficial in

various walks of life.

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Table of Contents

Declaration 02....................................................................................................................

Acknowledgement 03........................................................................................................

List of Illustrations & Tables 06........................................................................................

Assignment Brief 07.........................................................................................................

Chapter 1: Transactional Analysis (TA) 08......................................................................

Chapter 2: Ego States: Structural Ego States 09...........................................................

Chapter 3: Ego States: Functional Ego States 10.......................................................... 3.1 The Critical Parent 11...............................................................................................

3.2 The Nurturing Parent 12...........................................................................................

3.3 Adult 13....................................................................................................................

3.4 Natural Child 15.......................................................................................................

3.5 Adapted Child 17.....................................................................................................

Chapter 4: Contaminated and Excluded Ego States 19.................................................

4.1 Parent Contaminated Adult 19................................................................................. 4.2 Parent Contaminated Adult with Blocked Out Child 20............................................

4.3 Child Contaminated Adult with Blocked Out Parent 21...........................................

4.4 Blocked out or Decommissioned Adult 22...............................................................

Chapter 5: Analysing Transactions 23............................................................................

5.1 Complimentary Transactions 23..............................................................................

5.2 Crossed Transactions 25.........................................................................................

5.3 Ulterior Transactions 26...........................................................................................

Chapter 6: Four Life Positions 28...................................................................................

6.1 I’m OK, You’re OK 29..............................................................................................

6.2 I’m OK, You’re not OK 30........................................................................................

6.3 I’m not OK, You’re OK 31........................................................................................

6.4 I’m not OK, You’re not OK 32..................................................................................

Conclusion 33...................................................................................................................

Bibliography & References 34.........................................................................................

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List of Illustrations and Tables

Illustrations

Illustration 01: Structural Ego State Model 09...................................................................

Illustration 02: Functional Ego State Model 10..................................................................

Illustration 03: Dominant Critical Parent Ego State 11......................................................

Illustration 04: Dominant Nurturing Parent Ego State 12..................................................

Illustration 05: Adult Ego State 13....................................................................................

Illustration 06: Dominant Natural Child Ego State 15........................................................

Illustration 07: Dominant Adapted Child Ego State 17.....................................................

Illustration 08: Sub-compartments of Adapted Child Ego State 17...................................

Illustration 09: Ideal P-A-C Ego States 19.........................................................................

Illustration 10: Double Contamination 19.........................................................................

Illustration 11: Parent Contaminated Adult with Blocked out Child 20...............................

Illustration 12: Child Contaminated Adult with Blocked out Parent 21 ..............................

Illustration 13: Blocked out or Decommissioned Adult 22 ................................................

Illustration 14: Ideal Transaction (Adult to Adult) 23 .........................................................

Illustration 15: Adult to Adult Transactions 24 ..................................................................

Illustration 16: Parent to Parent Transactions 24 ..............................................................

Illustration 17: Child to Child Transactions 24 ..................................................................

Illustration 18: Parent to Child Transactions 24 ................................................................

Illustration 19: Child to Parent Transactions 24 ................................................................

Illustration 20: Different types of Crossed Transactions 25 ..............................................

Illustration 21: Duplex Ulterior Transaction 26 ..................................................................

Illustration 22: Angular Ulterior Transaction 27 ................................................................

Illustration 23: The OK Corral (Four Life Positions) 28 ......................................................

Tables

Table 01: Critical Parent Ego State Characteristics 11......................................................

Table 02: Nurturing Parent Ego State Characteristics 12..................................................

Table 03: Adult Ego State Characteristics 14.....................................................................

Table 04: Natural Child Ego State Characteristics 16.........................................................

Table 05: Adapted Child Ego State Characteristics 18......................................................

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Assignment Brief

Come up with the narration and the consequences of the following.

01. Critical Parent

02. Nurturing Parent

03. Adult

04. Adapted Child

05. Natural Child

06. Parent Contaminated Adult with Blocked Child

07. Child Contaminated Adult with Blocked Parent

08. Blocked Adult

09. Complimentary Transactions

10. Crossed Transactions

11. Ulterior Transactions

12. I’m OK, You’re OK

13. I’m OK, You’re not OK

14. I’m not OK, You’re OK

15. I’m not OK, You’re not OK

Additional Information

Work in groups of 2 to stimulate discussions

Can be either typed or hand-written submission

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Chapter 1

Transactional Analysis (TA)

Transactional Analysis is a theory developed by Dr. Eric Berne in the 1950s.

Transactional Analysis is a social psychology and a method to improve communication.

The theory outlines how we have developed and treat ourselves, how we relate and

communicate with others, and offers suggestions and interventions which will enable us to

change and grow. Transactional Analysis is underpinned by the philosophy that:

• People can change

• We all have a right to be in the world and be accepted

Transactional Analysis (TA) is a personality and psychotherapy for personal growth.

It has wide applications in Clinical Psychology, organisations and education also. Dr.Eric

Berne, the originator of TA, considers a transaction as the unit of social intercourse. A

transaction consists of a transactional stimulus (TS) and a transactional response (TR). TS

is the behaviour (verbal or nonverbal) produced by one person in acknowledgement of the

presence of others when two or more people encounter each other. TR is the response to

TS by another person.

It is beneficial to study TA as it has received great popularity and a wide appeal

because on a well developed psychoanalytical theoretical base and it uses very simple,

understandable, everyday terminology.

Transactional Analysis involves the analysis of ego-states; analysis of

transactions, life-positions and life-script analysis, stroking, time-structuring and

games analysis.

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http://www.psychology4all.com/EricBerne.htm


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Chapter 2

Ego States: Structural Ego States

Ego states are a set of related behaviours, thoughts and feelings that make up our

personality at a given time.

Eric Berne defined an ego-state as a consistent pattern of feeling and experience

directly related to a corresponding consistent pattern of behaviour. So, Berne is saying that

each ego-state is defined by a combination of feelings and experience that consistently

occur together.

When someone is thinking, feeling and behaving in a way copied from their parent,

or parental figures, they are said to be in their Parent ego state. A person thinking, feeling

and behaving as they did during their childhood is said to be in their Child ego state.

Behaviour, thoughts and feelings which are here and now responses are said to those of

the Adult ego state. Putting the three ego-states together, we get the three-part ego-state

model of personality (Illustration 01).

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Illustration 01Structural Ego State Model


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Chapter 3

Ego States: Functional Ego States

The Functional Ego state model

refers to a description and process of the

ego states and their respective ways of

behaving. These ego states may or may

not represent the relationships that they

act out. For example, in the workplace, an

adult supervisor may take on the Parent

role, and scold an adult employee as

though he were a Child. Or a child, using

the Parent ego-state, could scold her

actual parent as though the parent were a

Child.

Within each of these ego states are

subdivisions. Thus Parental figures are often either more nurturing (permission-giving,

security-giving) or more criticising (comparing to family traditions and ideals in generally

negative ways); Childhood behaviours are either more natural (free) or more adapted to

others. These subdivisions categorise individuals' patterns of behaviour, feelings, and

ways of thinking, which can be functional (beneficial or positive) or dysfunctional/

counterproductive (negative).

The three basic functional ego states are the fundamental manifestations of the

personality that are useful for helping a person live a full life in all senses. In general, they

fulfil adaptive functions and are used above all for survival, but also to live. Each of the

three ego states are functionally manifested in their own way. It is simple; people

essentially need to be able to be cared for, to be able to care for others and to be able to

individuate.

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Illustration 02Functional Ego State Model


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3.1 The Critical/Controlling Parent

The Parent ego state is a collection of memories that

have been recorded in early years. Parental and social

expectations are logged into the brain as the personperceives them. The messages are sometimes verbal,

sometimes experiential and sometimes only assumed.

3.1.1. Narration of a Critical Parent Ego State

The Critical Parent Ego State map contains all

the critical parental messages given to the child. The

younger a child is, the more receptive they are to these messages. The OK Controlling

Parent is generally protective, sets limits and defines value and reality. While on the other

hand, the Not-OK Controlling Parent can be critical, punishing, discounting and

persecutory.

3.1.2 Consequences of a Critical Parent Ego State

The Critical Parent (CP) makes people feel that they, not just their behaviour, are

Not OK. Thus, CP behaviour attacks people’s personalities as also their behaviours. When

people are in their Critical Parent ego-state, they are very evaluative and judgemental.

They are always ready to respond with a “should” or “ought” to almost anything people tell

them. These people are very dogmatic and controlling.

Typical characteristics of a Critical Parent Ego State can be observed in the table below.

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CriticalParent

NurturingParent

Illustration 03

Dominant Critical Parent Ego State

Table 01

Critical Parent Ego State Characteristics

Clues from Critical Parent

Words should, must, don’t, good, bad

Tones harsh abrupt, authoritative

Gestures/Mannerisms finger pointing, arm crossing

Facial Expressions rolling eyes, furrowed brow, scowling


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3.2 The Nurturing Parent

The Parent ego state which exhibits a person’s

nurturing side and can be soft, loving, and permission

giving, is called the Nurturing Parent ego state.

3.2.1 Narration of a Nurturing Parent Ego State

Nurturing Parent represents more affirming and more

pleasant qualities of what parents and society do

for a person. The OK Nurturing Parent is generally

warm, loving, comforting, caring and givespermissions. The OK Nurturing Parent can be over-protective, rescuing, and smothering.

3.2.2 Consequences of a Nurturing Parent Ego State

The Nurturing Parent (NP) is that part of the person that is understanding and

caring about other people. The behaviour is loving and warm. It protects and nurtures. It

gives advice and guidance. It is encouraging and supporting. While behaviour from NP

may set limits on and provide direction for people’s behaviour, it will not put these people

down and make them feel Not Ok as individuals.

Every individual should update his Parent ego-state by retaining some and rejecting

some other values. If individuals do not update their parent, they may be carrying some

junk in it which consists of things like prejudices and this certainly affects the capacity for

making probability judgements on the basis of reality.

Typical characteristics of a Nurturing Parent ego-state are:-

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NurturingParent

Illustration 04

Dominant Nurturing Parent Ego State

CriticalParent

Clues from Nurturing Parent

Words don’t worry, let me help you, there there

Tones soothing, consoling, loving

Gestures/Mannerisms pat on the arm, nodding encouragely

Facial Expressions smiling, proud eyes

Table 02

Nurturing Parent Ego State Characteristics


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3.3 The Adult

The Adult ego state develops after both the Parent and the Child ego states have

began to develop. This state begins to develop from about ten months of age. The function

of this state is to update both Parent data and Child data by continuous examination of

these data with respect to actual reality. Thus only those taught concepts and felt-concepts

applicable and appropriate to the present are accepted. Thus the Adult state is said to be

the "thought-concepts" of life.

This ego state is not related to the person’s age, more to a developmental state. It

is a logical, rational way of contacting reality. The Adult ego state is “principally concerned

with transforming stimuli into pieces of information and processing and filing that

information on the basis of previous experience” (Berne, 1961).

3.3.1 Narration of an Adult ego-state

Adult ego-state reflects “thought” concept of life. There is no emotion in Adult. A

professor lecturing in the class, a scientist presenting his data at a seminar, a manager

making a decision at work, are all operating from Adult ego-state. Adult ego-state is based

upon reasoning, seeking and providing information and problem solving. Individual

interacting with Adult ego-state views people as equal, worthy and responsible human

beings. It is based on rationality. Adult is characterised by logical thinking and rational

decision making.

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Adult

Illustration 05

Adult Ego State

“Thought”concept of life

Recordings of dataacquired throughexploration and

testing


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3.3.2 Consequences of an Adult ego-state

Individuals operating from the Adult ego-state take the emotional content of their

Child ego state and the value laden content of their Parent ego-state and check them out

in the reality of the external world. Adult evokes behaviour that would be described simply

as logical, reasonable, rational, unemotional, factual and calculating. It tries to upgrade

decisions by seeking facts, processing data, estimating probabilities and holding factual

discussions. Individuals behaving from their Adult ego-state are examining alternatives,

probabilities and values prior to engaging in behaviour. Adult behaviour generates mutual

respect. Adult ego-state can be identifies by verbal and physical signs which include

thoughtful concentration and factual discussion.

The process of Adult formation goes through one’s own experience and continually

updating parental injunctions by verifying. Sometimes parents do not practise what they

preach and show inconsistency in their actions. For example, parents teach their kids

never to tell lies but they may at the same time ask their children to respond the phone call

saying, “tell them I’m not at home”. The child’s Adult observes this discrepancy and

determines that the parental teaching is Not Ok as far as the lies are concerned. The Adult

then updates the Parent data to determine what is valid and what is not.

The Adult ego-state is that part of the individual which is reality oriented and

problem-centred. It attempts to take life’s experience as data and rationally deal with them.

Typical characteristics of an Adult ego-state are:-

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Table 03

Adult Ego State Characteristics

Clues from Adult

Words how, when, where, I understand

Tones calm, clear, even

Gestures/Mannerisms level eye contact, absence of fidgeting

Facial Expressions Open, thoughtful


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3.4 The Natural Child

Child ego-state reflects the “felt” concept of life. It is the

recording of internal events, the responses of the individual

to what he sees and hears and feels. Child ego-state is the

centre of all one’s emotions, feelings and creativity. It is

the source of one’s energy, curiosity and intuition. It is the

site of one’s early experiences including one’s preferred

way to get attention from authority figures. It is the most

important ego-state in terms of actual control over one’s life.

Characteristics of Child ego-state include

conformity, depression, dependence, anxiety, fear,

love and hate. Physical and verbal clues that the

individual is acting in the Child ego-state are silent

compliance, attention seeking, temper tantrums, giggling and coyness. The Child ego-

state is characterised by non-logical and immediate actions which result in immediate

satisfactions.

Child ego states reflects early childhood conditions and experiences perceived by

individuals in their early years of life in the process of growing up. The child is inept,

clumsy, without understanding and ability to construct meanings. It takes life as it comes in

stride. Child ego-state contains the early recordings of imagination, spontaneity and

excitement. it includes feelings of joy and love as well as feelings of frustration,

inadequacy and helplessness.

3.4.1 Narration of a Natural Child ego-state

Natural Child is the Free child or the uninhibited, joyful and spontaneous part in

one’s personality. It represents the way one is when one is born-natural, loving, carefree,

dependent and trusting. This part of one’s personality knows no rules and consequently

operates without regard for others and is unconcerned about their reactions.

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NaturalChild

AdaptedChild

Illustration 06Dominant Natural Child Ego State


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3.4.2 Consequences of a Natural Child ego-state

The Natural Child is affectionate, impulsive, fearful, self-centred, aggressive and

may emerge in many unpleasant roles. Cracking a joke or enjoying music, telling a story or

being creative in any way, feeling curious, or anxious, or sad, or mad, or glad etc. are

functions of this ego-state. The NC exhibits more positive feelings like joy, surprise,

sympathy, strut, love, hope and kindness.

The Natural Child ego state represents a playful and spontaneous part of human

behaviour, from infancy to an old age. The infant may receive enjoyment from playing with

a spoon and the adult may find enjoyment from golfing or cruising in the Andamans. A

person may be 5 years old or 50 years old but throughout life he or she plays or can beplayful or thinks playfully and joyously. That is the Natural Child doing its thing.

Typical characteristics of an Natural child ego-state are:-

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Table 04Natural Child Ego State Characteristics

Clues from Natural Child

Words I wish, wow, love, hate

Tones joyful, noisy, energetic

Gestures/Mannerisms exaggerated movements, uninhibited

Facial Expressions bright eyed, smiling freely


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3.5 The Adapted Child

The Adapted Child is the part of our personality

that has learned to comply with the parental messages

we received growing up. We all adapt in one way or

another. Sometimes when we are faced with parental

messages that are restricting, instead of complying with

them, we rebel against them. This becomes our Rebellious

Child ego state. This can be seen as an

alternative to complying. It is still, however, a

response to the parent messages, and so it is a

kind of adaptation all its own.

3.5.1 Narration of a Adapted Child ego-state

Adapted child is fashioned to Parental demands.

Fully conforming to parental wishes and desires. The

further two sub-compartments in AC are CC (Compliant

Child) and RC (Rebellious Child). CC is complying withparental expectations. From an early age, the individual

makes adaptations to help him to get along with and get

attention from authority figures, for instance, saying “thank

you”, “sorry” at appropriate times, not making

personal comments about others in public.

Some individuals learn when they are young

that the best way to get along is always to say “yes” and never to apply their better

judgement, experience, or knowledge. Some individuals learn when they are young that a

a good way to get attention is to procrastinate. If he gets attention, even though negative,

the same behaviour continues. “Do exactly what you’re told” type of treatment thus gives

rise to “Yes sir” type of subordinates.

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Adapted

Child

Illustration 07

Dominant Adapted Child Ego State

Natural

Child

CompliantChild (CC)

Illustration 08

Sub-compartments of Adapted Child ego-state

Natural

Child

RebelliousChild (RC)


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3.5..2 Consequences of a Adapted Child ego-state

Adapted Child when overly inhabited, often becomes the troubled part of

personality. Rebellious Child (RC) is characterised by negativity and rebellion. Others feel

they get attention when they are “naughty”. Such individuals carry over this behaviour to

their organisations and constantly fight and rebel against bosses and organisations. RC

experiences anger, fear and frustration.

Another functional aspect of the Child ego-state is the “Little Professor” which is the

intuitive part of one’s personality that senses things about other people in a flash. it gives

very brilliant and non-logical insights for problem solving.

Typical characteristics of an Adapted child ego-state are:-

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Table 05

Adapted Child Ego State Characteristics

Clues from Adapted Child

Words please, sorry, I can’t, try

Tones complaining, surly, monotone

Gestures/Mannerisms head tilted to one side, fidgeting, slouching

Facial Expressions pouting, downcast, not engaged


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Chapter 4

Contaminated and Excluded Ego States

4.1 Parent Contaminated Adult

In an ideal situation, the P-A-C circles are shown as separate, just touching each

other (Figure 09). In the phenomenon of contamination, the circles overlap (Figure 10).

When Parent is contaminated by Adult, the inevitable result is “prejudice” since

unexamined data is externalised as true. For instance, “blue-eyed people usually cheat

others” is a belief or “left handed people are more brilliant than right-handed people”. All

such beliefs are externalised in transactions on the basis of pre-judgment, before reality

data (Adult) is applied to them.

The individual mind becomes biased or prejudiced when his curious enquiries do

not get answered. Such individuals tend to believe parental teachings more than their own

eyes and ears since they find it safe to rely on the security-giving parents. Unquestioned

obedience to parental authority may sometimes lead to Parent-contaminated Adult givingrise to prejudice.

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Illustration 09

Ideal P-A-C ego-states

P

A

C

Illustration 10

Double Contamination

Giving rise to Prejudice & Delusion

P

A

Prejudice

C

Delusion


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4.2 Parent Contaminated Adult with a blocked out Child

Parent contaminated Adult in this situation takes a

decision that the Child part in his personality is not OK. It is so

not OK that it has to be excluded all together from his

personality structure. Thus, the child is blocked-out. This figure

also shows personality structure of an individual who is duty-

bound. “Work, work and work only” - “all work and no fun” -

thus this individual turns out to be a workaholic.

4.2.1 Consequences of Parent Contaminated Adult with a

blocked out Child

A Parent contaminated Adult is simply duty

dominated. He can never enjoy himself, nor can he allow

others to enjoy. He tries to block out the child not only in self, but gradually in others too.

This type of individual has hardly any events of happiness recorded in his brain and his

sub-compartment of Natural Child is very very small. Through conscious efforts by his

Adult he can try to establish a value of being loving and affectionate and thus develop a

habit of not blocking the child in self and others. Once he develops an insight and

awareness about his functional problem, he can consciously strive for building a

satisfactory life in the present.

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Illustration 11

Parent Contaminated Adult

with a blocked out Child


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4.3 Child Contaminated Adult with a blocked out Parent

In this situation, the Child contaminated Adult takes a

decision that the Parent part in his personality is not OK. It is so

not OK that it has to be excluded all together from his

personality structure. Thus, the Parent is blocked-out. The

figure (Illustration 12) shows personality structure of an

individual who is without conscience. This condition develops in

the individual whose parents or parental figures were very brutal

and terrifying or on the contrary, so stupidly lenient and

indulgent that there is no other go but to shut them off or block

them from the individual’s life. On the psychological level, theParents are non-entity for the individual: he has finished

them all.

4.2.1 Consequences of Child Contaminated Adult with a blocked out Parent

When the individual excludes the painful Parent, he also excludes whatever little

“good” there may be in the Parent. This individual does not have available to his current

transactions any tapes which supply data related with social control, appropriate lists of

“do’s” and “don’ts” or “should” and “shouldn’t”. Thus he has no cultural norms to refer to,

neither has he any conscience left in his personality that can pinch him for any of his

misbehaviour and wrong-doings. When the Parent is being blocked-out, no amount of

Parent beating on his Child can create any feelings of shame, remorse, embarrassment or

guilt in him and the situation then becomes worse. This is typical of the psychopath.

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Illustration 12

Child Contaminated Adult

with a blocked out Parent


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4.4 Blocked out or Decommissioned Adult

In this situation, the person's Adult is not functioning,

and therefore he is out of touch with reality. His Parent and

Child come on straight, frequently in a jumbled mixture of

archaic data, a jumbled replay of early experiences that do

not make sense now because they did not make sense when

they were recorded.

4.4.1 Consequences of Blocked out or Decommissioned

Adult

The person who has a blocked-out Adult (Illustration13) is psychotic.

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Illustration 13

Blocked out or

Decommissioned Adult


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Chapter 5

Analysing Transactions

Transactional analysis is related with the way in which individuals interact with each

other. It explains the mechanism that takes place when people are having conversation or

are trying to exchange their thoughts, feelings and ideas with each other. Thus, TA

essentially refers to the analysis of interactions between people. Transactional Analysis

involves the study of the social transactions between people and it deals with determining

which part of the multiple-natures individual is being activated, Parent, Adult or Child.

5.1 Complimentary Transactions

A transaction is complimentary when communication continues on parallel lines

between individuals and the lines of stimulus and response are parallel. Thus, the

message transmitted from one ego-state elicits an expected and appropriate response

from the proper ego-state of the other individual. The transactions are complementary

because both are acting in the perceived and expected ego-states. Usually, in such a

case, both individuals are satisfied, everyone feels OK and the communication is

complete. Complementary transactions can take place between A-A, P-C, P-P and so on.

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Illustration 14

Adult to Adult Transactions

Ideal Transaction

P

A

C

P

A

C

S

R


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5.1.1 Instances of Complimentary Transactions in an Organisation

I. Adult - Adult Transaction (Illustration 15)

S: Do you know where the Project report is?

R: It is kept in my cabin. My secretary will get it to you.

S: Your work on the last presentation was excellent.

R: Thank you.

II. Parent - Parent Transaction (Illustration 16)

S: Students are becoming so lazy these days.

R: These are signs of the times.

III. Child - Child Transaction (Illustration 17)

S: Let’s role-play this situation. I’ll be manager and you

be my worker

R: Oh no! I want to be the manager.

IV. Parent - Child Transaction (Illustration 18)

S: Look how many mistakes you’ve made in this report.

R: I’m sorry Sir, it won’t happen again.

V. Child - Parent Transaction (Illustration 19)

S: I’m afraid, I have to redo the entire report again.

R: Don’t worry Sir, I’ll take care of it.

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Illustration 15

Illustration 16

Illustration 17

Illustration 18

Illustration 19


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5.2 Crossed Transactions

The lines of stimulus and response cross each other in case of crossed

transactions. Whenever the stimulus and response cross on the P-A-C transactional

diagram, communication stops. Transactions become uncomplimentary. The message

sent by one ego-state is responded to form an incompatible, unexpected ego-state of

another person. The inappropriate response generates feelings of hurt and ager and the

individuals, instead of coming closer, divert from each other. Crossed transactions are the

source of much interpersonal conflict in an organisation. Crossed transactions have many

possible dysfunctional consequences for the organisation.

5.2.1 Instances of Crossed Transactions in an Organisation (Illustration 20)

S: What is the time?

R: Why don’t you use your own watch?

S: Where did you get these mangoes?

R: Why, what’s wrong with them?

S: How are you late again these week again?

R: How dare you speak to me like that?

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Illustration 20

Different types of Crossed Transactions


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5.3 Ulterior Transactions

The ulterior type of transactions are most complex because the communication has

double meaning as more than one ego-states are involved in them. When ulterior

message is sent, the literal and intent meanings are not one and the same. Ulterior

message if often disguised in a socially acceptable way. On the surface level, the

communication has a clear Adult message, whereas it carries a hidden message on the

psychological level. Ulterior transactions like crossed transactions are undesirable as they

damage interpersonal relationships. Ulterior transactions can be of two types:

5.3.1 Duplex

In the duplex type of ulterior transactions, four ego-states are involved in sending

and receiving the message rather than two ego-states. Some instances are:

S: Do you know what time it is? (“Are you aware, you are late!”)!

R: It’s half past ten (“I really don’t care!”)!

S: Come to my office and we shall find a solution for your problem. (“You should never

come whining to me with your troubles. Find an answer yourself.”)!

R: Yes Sir, I’ll have to. (“I know I’m getting paid for it, but I am just helpless”)!

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Illustration 21

Duplex Ulterior Transaction


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5.3.2 Angular

In angular type both social and psychological level transactions arise from the adult

ego-state of the sender. In marketing, salesmen often tend to use angular transactions to

promote sales. While giving rational information about the various products they also show

some emotion to initiate buying. In angular transaction, the “angling” of the communication

is always deliberate and in Adult awareness. It is important to note the use of broken line

to signify the psychological ulterior covert nature of communication at this level. Since

human tendency is to react to what is unexpressed, the angular type of transaction can be

used extensively by any one wishing to persuade or convince others. An instance can be:

S: This pen set is the best but it costs a little more than what you can afford (“See it’s goodbut you can’t have it”)!

R: That’s the one I’ll take (“I’ll show you what I can afford and what I can’t! ”)!

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Illustration 22

Different types of

Angular Ulterior Transaction


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Chapter 6

Four Life Positions

The concept of life positions is another basic idea from transactional analysis

theory. Life positions works with the assumption that we choose very early on in our life,

before age 2, a basic stance towards ourselves and other people. It represents the

fundamental stance a person takes about the essential value he or she perceives in him or

herself and other people. Once a child has taken up a favorite position, they're likely to

construct the rest of their world view to match that life position. One could therefore also

see a life position as one of the first script decisions a person makes.

Based on the messages received and the decisions made, a young child develops

a basic life position. We call these “existential positions” because they influence how we

view our own and others existence. The following diagram is called "The OK Corral" by

Franklin Ernst. It shows the four basic life positions we can assume:

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Illustration 23

The OK Corral (Four Life Positions)


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6.1 I’m OK, You’re OK

Most babies are born in the position of feeling OK about themselves and OK about

others. If things go well they will be able to maintain that position throughout their life. This

helps form the basis for a healthy life script.

6.1.1 Characteristics of I’m OK, You’re OK

• Healthy, optimistic and confident attitude towards self and others.

• As a realistic assessment, it means that in my opinion I am OK in spite of my

deficiencies. I will neither punish myself for these deficiencies nor totally I will ignore

their existence. Other people too have deficiencies but this does not mean that they

are second class citizens and cannot be trusted.

• Conflicts and criticism tackled from this life position aim to achieve results with

underlying message that I care considerably about you to argue and fight with you

rather than criticise you to belittle you.

6.1.2 Behavioural Attributes of I’m OK, You’re OK

• A person accepts others in spite of their shortcomings and feels OK about himself

despite not being perfect.

• Well thought of.

• Makes good impression

• Able to give orders forcefully.

• Self respecting.

• Independent- able to take care of self.

• Can be strict if necessary.

• Firm but just.

• Appreciative.

• Cooperative.

• Friendly.

• Affectionate.

• Understanding.

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6.2 I’m OK, You’re not OK

If a child is treated badly or abused, this may result in his or her feeling helpless,

powerless, and angry, and he or she may move into a position of believing “I'm OK, You're

Not OK.” Such an individual may build a life on this angry position and continually prove to

himself or herself that others are not OK. This position involves a lack of trust in others and

makes it difficult for the person to form and maintain intimate friendships or relationships.

6.2.1 Characteristics of I’m OK, You’re not OK

• I am better and you are no good.

• Attitude of superiority and distrust.

• Operating from critical parent and also, nurturing parent ego state.

6.2.2 Behavioural Attributes of I’m OK, You’re not OK

• Comes over as distrustful, arrogant superior. Thinks that others are inferiors.

• Can complain if necessary.

• Able to give orders forcefully.

• Independent.

• Can be indifferent to others.

• Can be strict if necessary, critical of others.

• Businesslike.

• Hard to impress.

• Always gives advice.

• Bossy.• Dominating.

• Impatient with others’ mistakes.

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6.3 I’m not OK, You’re OK

If a child is not well cared for and receives script messages that decrease his or her

sense of self-worth, that child might move into the position of feeling like he or she is not

OK while others are OK. This position also leaves the person with difficulty feeling good

about himself or herself both in the work arena and in forming trusting and lasting

relationships.

6.3.1 Characteristics of I’m not OK, You’re OK

• Feeling powerless, depressed and inferior.

• Self deprecating and readily accepts criticism and negative strokes from others.

• Cannot accept the positive strokes easily. Will discount the positive stroke by

saying, "No, I could have done better." "I don't think that I look as good as you

describe me."

6.3.2 Behavioural Attributes of I’m not OK, You’re OK

• Recognised by attitudes of depression, powerlessness and inferiority. Thinks that

others are better.

• Apologetic.

• Normally gives in.

• Very anxious to be approved of.

• Touching and easily hurt.

• Lacks self-confidence.

• Very respectful of authority.

• Passive.

• Unaggressive.

• Meek

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6.4 I’m not OK, You’re not OK

When things really go wrong during childhood, a person might end up in the

existential position of “I'm Not OK, You're Not OK.” This is the life position of despair. The

person in this position has great difficulty seeing the good in anyone and has trouble

having any hope for the future.

6.4.1 Characteristics of I’m not OK, You’re not OK

• It is the black outlook.

• Fortunately not frequently encountered.

• If a person demonstrates this image for a long time, he is likely to show extreme

apathy and will not be productive.

6.4.2 Behavioural Attributes of I’m not OK, You’re not OK

• A position of thorough hopelessness and despair.

• Can be indifferent to others.

• Critical of others.

• Can complain if necessary.

• Able to doubt others.

• Irritable, skeptical.

• Impatient with others’ mistakes.

• Often unfriendly.

• Bitter.

• Complaining.

• Cold and unfeeling.

• Frequently angry.

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Conclusion

Transactional Analysis is a fascinating, useful and effective model for managing,

developing and helping people in business and in life generally. Transactional Analysis is

also a wonderful model for increasing self-awareness and advancing self-development.

TA is now a well-established approach used widely in psychotherapy, counselling,

education and organisational development and other areas. As well as providing a theory

of personality, Transactional Analysis offers a range of models that can be used to explain

communication and relationships. These models can help identify what goes wrong in

communication and how to interact for a better outcome.

The therapeutic applications of TA focus on providing opportunity for individuals to

change repetitive patterns. These patterns, the result of early childhood decisions which in

TA are referred to as ‘script’ limit an individual’s potential. TA focuses on how script

manifests itself in day-to-day life and how we can move beyond it to improve the quality of

our lives.

Used with individuals, couples and groups, TA is effective with a wide range of

therapeutic issues. Unique in the depth of its theory, this process allows for the

individuality of both therapist and client.

TA is also beneficial in settings such as organisational training and consultancy,

parenting, education, personal development and coaching. Many TA concepts are simple

to learn and apply, making them very accessible and effective.

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Bibliography and References

Harris, T. A. (1973). I'm OK, you're OK. New York: Avon.

Berne, E. (1964). Games people play; the psychology of human relationships. New York:

Grove Press.

Goldratt, E. M., & Cox, J. (1992). The goal: A process of ongoing improvement. Great

Barrington, MA: North River Press.

Covey, S. R. (2005). The 7 habits of highly effective people: Personal workbook. London:

Simon & Schuster.

Buelens, M. (2006). Organisational behaviour. London: McGraw-Hill.

Bono, E. D. (1985). Six thinking hats. Boston: Little, Brown.

Woollams, S., & Brown, M. (1978). Transactional analysis. Dexter, MI: Huron Valley

Institute Press.

Hargaden, H., & Sills, C. (2002). Transactional analysis: A relational perspective. Hove,

East Sussex: Brunner-Routledge.

Goldhaber , G. M., & Goldhaber, M. B. (1976). Transactional analysis: Principles and

applications. Boston: Allyn and Bacon.

Hay, J. (2000). Transactional analysis: Introductory course (TA101). Watford: Sherwood.

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Transactional Analysis (Applied Organisational Behaviour)