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Transactional Analysis (Business Games)

Transactional Analysis (Business Games)

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Published by deeplyinside
Analysis of games people play in organizations by the help of transactional analysis of Eric Berns.
Analysis of games people play in organizations by the help of transactional analysis of Eric Berns.

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Published by: deeplyinside on Jul 07, 2008
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03/22/2013

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CHILD/PARENT/ADULT TRANSACTIONS
ULTERIOR MOTIVE
MANAGER A
: A manager that believes in the existence of theory X in the workforce of his organization. His ulterior motive in the transaction shown is theexistence of laziness, lack of motivation and interest among the workforce.
MANAGER B
: A manager that believes in the existence of theory Y in the workforce of his organization. His ulterior motive in the transaction shown is that withthe help of motivation in an organization, any employee in the organization can dowonders. According to him, there is no difference between theory X and theory Yemployees except the lack of motivation.
PURPOSE OF GAME
 This game has been designed to reflect upon a transaction that occurs betweenmanagers in organizations who either totally believe in their workforce on one handor do not on the other.
STROKING
 The stroking factor does not exist to a large extent in the transaction shown belowsince manager A is trying to validate his point and only partially agrees till the endof the conversation with a manager B who is in harmony with the concept of theory Y.
OVERALL EFFECT
 The analysis of this game would result in a clear picture for the reader to analyzedifferent approaches used by human resource managers with regard to managingthe performance of their employees.
MAIN TRANSACTIONS
Manager A: “
Employees! What do they think they are? They want to run off, thevery instant you allow them.”(Parent)
Manager B:
“What makes you talk like this? What happened?”(Adult)
Manager A:
“What happened? You tell me has it ever happened that yoursubordinate employee comes up running to you asking for work? That would be amiracle!”(Parent)
Manager B:
“(With a smile)…I think they would definitely come if we motivatethem, we make them enjoy their work, give them the confidence in what they do. You then see, how they come running to us asking for work”(Adult)2
 
Manager A:
“You think, I don’t try to motivate them, I don’t give them the workthey want? No matter what you do, what you try or what you say, they wouldalways love to spend quarter of the day working in the cabin while the major chunkof the day sipping coffee in the café”(Child)
Manager B:
“You may be right…have you ever thought may be, it’s not all theirfault. May be, we are equally responsible. We agree that we are their supervisors…correct? Then don’t you think a flaw exists in our process, a flaw such ascommunication gap.”(Adult)
Manager A:
“Oh yes! I agree with you completely. Communication gap… that iswhat you said…right, our employees know that it exists, but are they sad about it?Not at all, they don’t come communicating to us because they already have the wellknit chatting ground among themselves about us. They simply know how to blameus for their bad performances.”(Parent)
Manager B:
“I still don’t agree with you. If an employee doesn’t come to us to talkabout his problem, give us a platform to motivate him, it’s partially our fault aswell.”(Adult)
Manager A:
“Ok! Let’s consider I agree with what you say! Tell me, how exactly Ican make employees motivated to work, make them initiate ideas, when theythemselves are not willing to improve their performance.”(Adult)
Manager B:
“Sure! I can tell you how to do that! First step! Think yourself as theircustodian. Develop in yourself the right set of assumptions about them.”(Adult)
Manager A:
“Right assumptions? You mean I should make some standards?”(Adult)
Manager B:
“Not actually quantitative standards, however, you have to developthe belief for yourself that your employees want to work and you are the one whohas to manage their performance.”(Adult)
Manager A:
“So you are saying that up till now I have not tried to help myemployees perform high and am not managing their performance.”(Child)
Manager B:
“You see! Good performance isn’t always the result! Sometimes theyare motivated, they want to work yet they give a bad output. At these instances,you have to trust in them and make sure that one failure does not de motivatethem.”(Adult)
Manager A:
“Now that sounds interesting! Tell me more.”(Adult)3

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