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
La Chery - MFM/EXC/JJ-16/07
Pranpratim Ron Bhuyan - MFM/15/40

Under the guidance of

Dr. Sanjeev Malage

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

La Chery

Pranpratim Bhuyan

MFM/EXC/JJ-16/07

MFM/15/40

01/02/2016

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.

La Chery

Pranpratim Bhuyan

MFM/EXC/JJ-16/07

MFM/15/40

01/02/2016

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 (Im OK, Youre OK, Im OK, Youre not OK, Im not OK,
Youre OK and Im not OK, Youre 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 Im OK, Youre OK .............................................................................................. 29
6.2 Im OK, Youre not OK ........................................................................................ 30
6.3 Im not OK, Youre OK ........................................................................................ 31
6.4 Im not OK, Youre 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. Im OK, Youre OK
13. Im OK, Youre not OK
14. Im not OK, Youre OK
15. Im not OK, Youre 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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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.

Illustration 01
Structural Ego State Model

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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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.

Illustration 02
Functional Ego State Model

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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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 person

Critical
Parent

perceives them. The messages are sometimes verbal,

Nurturing
Parent

sometimes experiential and sometimes only assumed.

3.1.1. Narration of a Critical Parent Ego State
The Critical Parent Ego State map contains all

Illustration 03
Dominant Critical Parent Ego State

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 peoples 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.
Clues from

Critical Parent

Words

should, must, dont, good, bad

Tones

harsh abrupt, authoritative

Gestures/Mannerisms

finger pointing, arm crossing

Facial Expressions

rolling eyes, furrowed brow, scowling

Table 01
Critical Parent Ego State Characteristics
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3.2 The Nurturing Parent

The Parent ego state which exhibits a persons
nurturing side and can be soft, loving, and permission
giving, is called the Nurturing Parent ego state.

Critical
Parent

Nurturing
Parent

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
Illustration 04
Dominant Nurturing Parent Ego State

for a person. The OK Nurturing Parent is generally

warm, loving, comforting, caring and gives

permissions. 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 peoples 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:Clues from

Nurturing Parent

Words

dont worry, let me help you, there there

Tones

soothing, consoling, loving

Gestures/Mannerisms

pat on the arm, nodding encouragely

Facial Expressions

smiling, proud eyes

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Table 02
Nurturing Parent Ego State Characteristics

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 persons 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).

Recordings of data
acquired through
exploration and
testing

Adult

Thoughtconcept of life

Illustration 05
Adult Ego State

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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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 ones 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 Im not at home. The childs 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 lifes experience as data and rationally deal with them.
Typical characteristics of an Adult ego-state are:-

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
Table 03
Adult Ego State Characteristics
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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 ones emotions, feelings and creativity. It is

Natural
Child

the source of ones energy, curiosity and intuition. It is the

site of ones early experiences including ones preferred

Adapted
Child

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

important ego-state in terms of actual control over ones life.
Characteristics of Child ego-state include
conformity, depression, dependence, anxiety, fear,
love and hate. Physical and verbal clues that the

Illustration 06
Dominant Natural Child Ego State

individual is acting in the Child ego-state are silent

compliance, attention seeking, temper tantrums, giggling and coyness. The Child egostate 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
ones personality. It represents the way one is when one is born-natural, loving, carefree,
dependent and trusting. This part of ones personality knows no rules and consequently
operates without regard for others and is unconcerned about their reactions.

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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 be
playful or thinks playfully and joyously. That is the Natural Child doing its thing.
Typical characteristics of an Natural child ego-state are:-

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

Table 04
Natural Child Ego State Characteristics

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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

Natural
Child

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

Adapted
Child

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

Illustration 07
Dominant Adapted Child Ego State

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

Compliant
Child (CC)

further two sub-compartments in AC are CC (Compliant

Child) and RC (Rebellious Child). CC is complying with
parental expectations. From an early age, the individual
makes adaptations to help him to get along with and get

Natural
Child
Rebellious
Child (RC)

attention from authority figures, for instance, saying thank

you, sorry at appropriate times, not making
personal comments about others in public.

Illustration 08
Sub-compartments of Adapted Child ego-state

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 youre told type of treatment thus gives
rise to Yes sir type of subordinates.

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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 ones 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:Clues from

Adapted Child

Words

please, sorry, I cant, try

Tones

complaining, surly, monotone

Gestures/Mannerisms

head tilted to one side, fidgeting, slouching

Facial Expressions

pouting, downcast, not engaged

Table 05
Adapted Child Ego State Characteristics

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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).

P
Prejudice

Delusion

C
C
Illustration 10
Double Contamination
Giving rise to Prejudice & Delusion

Illustration 09
Ideal P-A-C ego-states

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 giving
rise to prejudice.
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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 dutybound. 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

Illustration 11
Parent Contaminated Adult
with a blocked out Child

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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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 individuals life. On the psychological level, the
Parents are non-entity for the individual: he has finished
them all.

Illustration 12
Child Contaminated Adult
with a blocked out Parent

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
dos and donts or should and shouldnt. 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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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 (Illustration
13) is psychotic.
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.

P
S

A
R

C
Illustration 14
Adult to Adult Transactions
Ideal Transaction

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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.
Illustration 15

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.
Illustration 16

III. Child - Child Transaction (Illustration 17)

S: Lets role-play this situation. Ill be manager and you

Illustration 17

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

IV. Parent - Child Transaction (Illustration 18)

S: Look how many mistakes youve made in this report.
R: Im sorry Sir, it wont happen again.
Illustration 18

V. Child - Parent Transaction (Illustration 19)

S: Im afraid, I have to redo the entire report again.
R: Dont worry Sir, Ill take care of it.
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 dont you use your own watch?
S: Where did you get these mangoes?
R: Why, whats wrong with them?
S: How are you late again these week again?
R: How dare you speak to me like that?

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:

Illustration 21
Duplex Ulterior Transaction

S: Do you know what time it is? (Are you aware, you are late!)
R: Its half past ten (I really dont 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, Ill have to. (I know Im getting paid for it, but I am just helpless)

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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 its good
but you cant have it)
R: Thats the one Ill take (Ill show you what I can afford and what I cant! )

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:

Illustration 23
The OK Corral (Four Life Positions)

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6.1 Im OK, Youre 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 Im OK, Youre 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 Im OK, Youre 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 Im OK, Youre 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 Im OK, Youre 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 Im OK, Youre 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 Im not OK, Youre 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 Im not OK, Youre 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 Im not OK, Youre 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 Im not OK, Youre 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 Im not OK, Youre 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 Im not OK, Youre 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 individuals 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

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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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