ta & johari window

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2.  It was introduced by Eric Berne.
 Transactional analysis is a technique used to help people
better understand their own and other’s behavior,
especially in interpersonal relationships.
 It is a good method for understanding interpersonal
behavior.
 It offers a model of personality and the dynamics of self
and its relationship to others that makes possible a clear
and meaningful discussion of behavior.
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3.  It refers to the method of examine which ego state
gives rise to the transactional stimulus and
transactional response in any transaction so that the
behaviour of people can be forecasted.
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4. ‘’Transactional analysis is the technique to understand the
human behaviour and study of feeling”.
Paul Hersey
‘’Transactional analysis is a technique used to help people better
understand their own and other’s behaviour , especially in
interpersonal relationship’’.
Stephen P. Robbins
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5. 1. Knowledge Of Ego States
2. Based On Interpersonal Relations
3. Mental Exercise
4. Group Therapy
5. Development Of The Blueprint Of Mind
6. Guide For Managers
7. Concept Of Human Behaviour
8. Control Over Employee Behaviour
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6. 1. Ego States
2. Transactions
3. Life Position
4. Strokes
5. Games
6. Script Analysis
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7.  It refers to a pattern of behaviour that a person
develops on the basis of experiences as he or she grows
up.
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8.  Ego states present in all the person.
 It influence the human behaviour.
 Ego states are the recording in the mind of a person of
all the experience of the past.
 Ego states are the reflection of the past.
 It can be positive or negative.
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BASIC HUMAN EGO STATES
(PERSONALITY STATES)
THREE BASIC
EGO STATES
FURTHER BREAKDOWN OF EGO STATES
P
(PARENT)
A
(ADULT)
C
(CHILD)
CRITICAL PARENT
NURTURING PARENT
ADULT
ADAPTED CHILD
NATURAL CHILD
LECTURING, CRITICIZING, MANY
“OUGHTS”, “SHOULD” &”DON’TS”
CONSOLING, “TAKING CARE” OF
OTHERS, SYMPATHY
OBJECTIVE, RATIONAL, ORIENTED
TOWARD PROBLEM SOLVING, DE-
EMPHASIZE EMOTION
MODIFIED BEHAVIOUR TO CONFORM
TO ADULT EXPECTATIONS,
MANUPULATIVE, SUMBISSIVE
PLAYFUL, IMPULSIVE, NATULRALLY
CURIOUS &CREATIVE, FUN LOVING,
REBELLIOUS

10.  When two people meet, their exchange of thought is
called transaction.
 It has two parts
I. Stimulus
II. Response
• Both the stimulus and response are linked with ego
states.
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11. 1. Complementary
Transactions 2. Crossed
transactions
3. Ulterior
transactions
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14. Complementary Transactions
A complementary transaction occurs when the sender of
the message gets the intended response from the
receiver. For example, an employee makes a mistake and, wanting
some sympathy, apologizes to the boss. Employee
`I just dropped the thing when I was almost done. Now I have to
do it all over again.'
 Another example of a complementary transaction is
a supervisor who wants a job done and delegates it,
expecting the employee to do it. The supervisor behaves on an adult-
to-adult level. Supervisor `please get this
order ready for me by two o'clock.' Employee `I'll have it done
before two o' clock, no problem.'
Generally, complementary transactions result in more effective
communication with fewer hurt feelings and arguments.
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Crossed transactions
occur when the sender of
the message does not get the expected response from the
receiver. Returning to our first example: Employee `I just dropped the thing when
I was almost done. Now I
have to do it all over again.' Supervisor `you are so clumsy.' This transaction is
illustrated below.
From our second example: Supervisor `please get this order ready for me by two o'
clock.' Employee `why
do I have to do it? Why don't you do it yourself? I am
busy.' This cross transaction is an adult adapted to child response.
Generally, cross transactions result in surprise, disappointment, and hurt feelings
for the sender of the message.
The unexpected response often gets the person emotional, which often results in
his or her changing to the adapted child ego sate, which causes the
communication to deteriorate further. Cross transactions often end in
arguments and hurt human relations.
Cross transactions can be helpful when the negative parent
or child ego response is crossed with an adult
response. This cross over may result in the preferred adult to adult conversation

17. 3. Ulterior Transactions
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Ulterior Transactions
Ulterior, or hidden, transactions occur when the words seem to
be coming from one ago state, but in reality the
words or behaviors are coming from another. For example, after
a training program, one of the participants came up to a consultant asking advice on
an adult ego sate. When the consultant gave advice, the participant
twice had quick responses as
to why the advice would not work (child rather than adult behavior). The consultant
realized that what
the participant actually wanted was sympathetic understanding for his situation,
not advice. The consultant stopped making suggestions and listened actively, using refle
ctive responses. The consultant changed from the adult to
the sympathetic parent ego state in order to have a complimentary
transaction. Sometimes people don't know what they want or how to ask for it in a
direct way, so they use ulterior transactions. When possible, it
is best to avoid ulterior transactions because they tend to waste time. Avoid
making people search for your hidden meanings.

19.  It refers to dominant way of relating to people for a
lifetime.
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20. I am OK
You are not OK
I am OK
You are OK
I am not OK
You are not OK
I am OK
You are OK
AttitudetowardsSelf
+ve
-ve
+ve-ve
Attitude towards others 20

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The I’m OK—You’re OK position is known as the healthy position and is generally game-
free. It is the belief that people have basic value, worth, and dignity as human beings. That
people are OK is a statement of their essence, not necessarily their behaviour. This position
is characterized by an attitude of trust and openness, a willingness to give and take, and an
acceptance of others as they are. People are close to themselves and to others. There are no
losers, only winners.
The I’m OK—You’re not OK is the position of people who project their problems onto
others and blame them, put them down, and criticize them. The games that reinforce this
position involve a self-styled superior or one-up (the “I’m OK”) who projects anger, disgust,
and scorn onto a designated inferior, or scapegoat (the “You’re not OK”). This position is
that of the person who needs an underdog to maintain his or her sense of “OKness.”
The I’m not OK—You’re OK is known as the depressive or one-down position and is
characterized by feeling powerless in comparison with others. Typically such people serve
others’ needs instead of their own and generally feel victimized. Games supporting this
position include “Kick me” and “Martyr”—games that support the power of others and
deny one’s own.
The I’m not OK—You’re not OK is known as the position of hopelessness, futility and
frustration. Operating from this place, people have lost interest in life and may see life as
totally without promise. This self-destructive stance is characteristic of people who are
unable to cope in the real world, and it may lead to extreme withdrawal, a return to
infantile behaviour, or violent behaviour resulting in injury or death of themselves or
others.

23. 1.I Am Ok You Are Ok 2.I am ok You are not ok
 Cooperative attitude
 Problem solving
 Resilient
 Normative
 Innovative
 Word obsessive
 Aggressiveness
 Prescriptive
 Patronising
 complaining
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24. 3.I am not Ok you are Ok 4.I am not ok you are not Ok
 Dependent attitude
 Ingratiating
 Overwhelmed
 Indifferent
 intropunitive
 Cynical
 Sulky
 Overindulgent
 Traditional
 Humorous
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25.  Nobody wants to live in a vacuum or emptiness .
 Everybody wants to live among the people in society
and work according to his abilities.
 It refers to any act of recognition for another’s
presence.
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26. 1.Positive Strokes
2.Negative Strokes
3. Mixed Strokes
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28.  Everybody behaves with other people in two ways.
 1st the behaviour that is free from deceit, and 2nd the
behaviour that deceitful.
 The behaviour characterised by deceit is called Game.
 It refers to office politics.
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29.  It refers to the techniques of uncovering the early
decisions, made unconsciously, as to how life shall be
lived.
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Related to the concept of basic psychological life positions is the life script
(sometimes called childhood scripts). Put simply, the life script is the pre-
conscious life plan that governs the way our life is lived out.
This script is developed early in life as a result of the messages we receive from
parents and others and the early decisions we make. It can be seen as a well-
defined course of action that we decide on as a child and which is maintained by
subsequent events.
Script messages are seen as coming from:
Modelling: Visible ways adults and peers behave.
Attributions: Being told 'you're just like...'
Suggestions: Hints and encouragement such as 'Always do your best'.
Injunctions and counter-injunctions: Demands to not do or do things.
A potential script decision is made when a person discounts his own free child
needs in order to survive. Only after several discounts does the decision become
part of the script (unless the situation carried a great deal of significance such as
the death of a parent or sibling). Script decisions are the best the child can
manage in their circumstances and yet, yesterday’s best choice made by the child,
may become very limiting to the grown adult.
Life scripts have a deep and unconscious effect on how we live our lives. They
affect the decisions we make. They control what we think we could easily do and
could never do. They shape our self-image. And yet we seldom realise where they
come from or even do not know that they exist at all.

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An example of a life script might be the decision made by lots of
boys early on in life that it’s not safe to cry and show emotions. This
is reinforced by parental figures and other caregivers. As a result
many men find it difficult to connect with their emotions as adults.
Another example, is that of a child, brought up in poverty, who sees
celebrities on television and hears her grandmother telling her that
she can be like that, and how there are people on the TV screen who
started with nothing, just like her. She consequently creates
fantasies and plays games of being a celebrity. Other children join
in, but with her it runs much deeper. She works hard and always
volunteers, even after forgetting much of her conversations with her
grandmother. She ends up working in television, not as a celebrity
but behind the scenes. Whilst she feels good being close to the stars,
there is a strange sadness about her when she returns to her small
apartment at night. She still works hard and the deep (now largely
unconscious) belief that celebrity success will find her drives her on.

32. 1) Developing Suitable Managerial Styles
2) Developing Positive Attitude
3) Developing Harmonious Relations
4) Ensuring Organisational Development
5) Motivating Employees
6) Implementing Changes Easily
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33.  The Johari Window model is a simple and useful tool for
illustrating and improving self-awareness, and mutual
understanding between individuals within a group.
 The Johari Window model can also be used to assess and
improve a group's relationship with other groups.
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34.  The Johari Window model was devised by American
psychologists Joseph Luft and Harry Ingham in 1955,
while researching group dynamics at the University of
California Los Angeles.
 The model was first published in the Proceedings of the
Western Training Laboratory in Group Development by
UCLA Extension Office in 1955, and was later expanded
by Joseph Luft.
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35.  Luft and Ingham called their Johari Window model
'Johari' after combining their first names, Joe and Harry.
In early publications the word appears as 'JoHari'.
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36. Today the Johari Window model is especially relevant due
to modern emphasis on, and influence of
 soft skills
 behavior
 empathy
 cooperation
 inter-group development
 interpersonal development.
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37.  The Johari Window soon became a widely used model for
understanding and training self-awareness, personal
development, improving communications, interpersonal
relationships, group dynamics, team development and
inter-group relationships.
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38.  The Johari Window model is also referred to as a
'disclosure/feedback model of self awareness', and by
some people an 'information processing tool'.
 The Johari Window actually represents information -
feelings, experience, views, attitudes, skills, intentions,
motivation, etc. - within or about a person - in relation to
their group, from four perspectives.
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39.  The four Johari Window perspectives are called 'regions'
or 'areas' or 'quadrants'.
 Each of these regions contains and represents the
information - feelings, motivation, etc. – known about the
person,
 in terms of whether the information is known or unknown
by the person, and whether the information is known or
unknown by others in the group.
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40. 1. what is known by the person about him/herself and is also
known by others - open area, open self, free area, free self,
or 'the arena‘.
2. what is unknown by the person about him/herself but
which others know - blind area, blind self, or 'blind spot‘.
3. what the person knows about him/herself that others do
not know - hidden area, hidden self, avoided area, avoided
self or 'facade‘.
4. what is unknown by the person about him/herself and is
also unknown by others - unknown area or unknown self.
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41. OPEN
(known to others and also self)
BLIND
(unknown to self but known to others)
HIDDEN
(known to self but unknown to others)
UNKNOWN
(unknown to self and unknown to
others)
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42.  Johari region 1 is also known as the 'area of free activity'. This is
the information about the person –
 behavior,
 attitude,
 feelings,
 emotion,
 knowledge,
 experience,
 skills,
 views, etc.
 known by the person ('the self') and known by the group
('others').
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43.  Johari region 2 is what is known about a person by
others in the group, but is unknown by the person
him/herself.
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44.  what is known to ourselves but kept hidden from, and
therefore unknown to others.
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45.  It contains information, feelings, talent abilities, aptitudes,
experiences etc., that are unknown to the person
him/herself and unknown to others in the group.
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46. • an ability that is under-estimated or un-tried through lack
of opportunity, encouragement, confidence or training.
• a natural ability or aptitude that a person doesn't realize
they possess
• a fear or aversion that a person does not know they have
• an unknown illness
• repressed or subconscious feelings
• conditioned behavior or attitudes from childhood
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47.  Some thing are perhaps better not to Communicated (like
mental or health problem)
 Some people may pass on the information they received
further then we desire.
 Some people may react negatively.
 Using johari window is useless exercise if it is not linked
to the activities that reinforce positive behavior or that
correct negative behavior.
 Some cultures have a very open and accepting approach to
feedback and others do not.
 Some people take personal feedback offensively.
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