The Use of TA in Project Management Organizations

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THE USE OF TRANSACTIONAL ANALYSISIN PROJECT MANAGEMENT ORGANIZATIONS

Gordon Lee Skaar


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T B If3""* '% ?! ******THE USE OF TRANSACTIONAL ANALYSISIN PROJECT MANAGEMENT ORGANIZATIONS

by

Gordon Lee SkaarJune 197 5

,

Thesis Advisor J. W. Creightoniaagaaawia

Approved for public release; distribution unlimited.

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SECURITY CLASSIFICATION OF THIS PAGE (When Dete Entered)REPORT DOCUMENTATION PAGE

1. REPORT NUMBER 2. GOVT ACCESSION NO.

4. TITLE (end Subtitle)The Use of Transactional Analysis inProject Management Organizations

7. AUTHORC*)

Gordon Lee Skaar9. PERFORMING ORGANIZATION NAME AND ADDRESS

Naval Postgraduate SchoolMonterey, California 93940

READ INSTRUCTIONSBEFORE COMPLETING FORM3. RECIPIENT'S CATALOG NUMBER

5. TYPE OF REPORT & PERIOD COVEREDMaster's Thesis; June19756. PERFORMING ORG. REPORT NUMBER8. CONTRACT OR GRANT NUMBERf*;

10. PROGRAM ELEMENT. PROJECT, TASKAREA 4 WORK UNIT NUMBERS

II. CONTROLLING OFFICE NAME AND ADDRESSNaval Postgraduate SchoolMonterey, California 93940

14. MONITORING AGENCY NAME & ADDRESSf// different from Controlling Oltice)Naval Postgraduate SchoolMonterey, California 93940

12. REPORT DATEJune 1975

13. NUMBER OF PAGES66

15. SECURITY CLASS, (of thle report)Unclassified

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Approved for public release; distribution unlimited.

17. DISTRIBUTION STATEMENT (ot the abetted entered In Block 20, If different from Report)

18. SUPPLEMENTARY NOTES

19. KEY WORDS (Continue on reveree aide If neceeeery end Identify by blocknumber)

"TA" Transactional AnalysisProgram ManagementNavy Project ManagementGames20. ABSTRACT (Continue on reveree tide If tteceeeary and Identify by block number)

This thesis reviews the basic structure of bureacracy andthe problems inherent in that structure. It explores the NavyAcquisition Organization's bureaucratic framework at the pro-gram manager level with emphasis on problem areas between thevarious elements.A suggested working took is developed around the transac-tional analysis technique and game models. This tool is ( cont# )

DD I jAN M73 1473 EDITION OF 1 NOV 6S IS OBSOLETE(Page 1) S/N 0102-014-6601 | SECURITY CLASSIFICATION OF THIS r>I^[(^en D^TIX,.,^


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uCUW!TY CLASSIFICATION OF THIS P A G E rWion r>*


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The Use of Transactional Analysisin Project Management Organizations

by

Gordon Lee .kaarLieutenant, United States NavyB.S., North Carolina State University, 1967

Submitted in partial fulfillment of therequirements for the degree of

MASTER OF SCIENCE IN MANAGEMENT

from theNAVAL POSTGRADUATE SCHOOLJune 1975


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NAVAL POSTGRADUATE SCHOOLMONTEREY. CALIFORNIA 93940

ABSTRACT

This thesis reviews the basic structure of bureaucracyand the problems inherent in that structure. It explores theNavy Acquisition Organization's bureaucratic framework at theprogram manager level with emphasis on problem areas betweenthe various elements.

A suggested working tool is developed around the trans-actional analysis technique and game models. This tool isapplied to several specific problems experienced by theprogram manager. From the application, a set of guidelinesis defined and summarized.


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TABLE OF CONTENTS

I. INTRODUCTION 8A. REVIEW OF BUREAUCRACY 8B. THE ACQUISITION ORGANIZATION ANDBUREAUCRACY 10C. TRANSACTION ANALYSIS AND THE ACQUISITIONORGANIZATION 14D. OBJECTIVES OF THESIS 16

II. REVIEW OF TRANSACTIONAL ANALYSIS 18A. HISTORY OF TRANSACTIONAL ANALYSIS 18B. THE THREE EGO STATES 19C. SUMMARY OF CLUES TO THE EGO STATES 2D. TRANSACTIONS 23

1. Basic Diagram 232. Complementary Transaction 233. Crossed Transaction 274. Ulterior Transactions 29

E. THE FOUR LIFE POSITIONS 31III. REVIEW OF GAMES 34

A. DEFINITION OF A GAME 34B. GAME ASPECTS 34C. DEGREE OF GAMES 36D. ILLUSTRATION OF A GAME 36E. A FORMAL ANALYSIS 38


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IV. APPLYING TRANSACTIONAL ANALYSIS TO ROLESIN THE ACQUISITION ORGANIZATION 39A. DEVELOPING ORGANIZATIONAL CLUES 39B. CASE ANALYSES 4 3

1. The Harried Functional Elements 432. Now I've Got You, You SOB 443. Ain't It Awful 4 74. Gee, You're Wonderful, Professor 485. Look How Hard I've Tried 496. See What You Made Me Do 517. Let's Present Credentials 528. Blemish 539. Why Don't You - Yes But 54

V. GUIDELINES FOR USING TRANSACTIONAL ANALYSISIN THE ORGANIZATION 57A. RECOGNIZING THE GAME 57B. EXPLOITING THE GAME 59C. IGNORING THE GAME 60D. SURVEYING THE OUTSIDE ORGANIZATION 60E. SURVEYING THE HOME OFFICE 61

VI. SUMMARY 62LIST OF REFERENCES 64BIBLIOGRAPHY 65INITIAL DISTRIBUTION LIST 66


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LIST OF FIGURES

1. Structural Diagram 242A. Complementary Equal Level Transaction 252B. Complementary Unequal Level Transaction 253A. Crossed Transaction 283B. Crossed Transaction 284A. Angular Ulterior Transaction 304B. Duplex Ulterior Transaction 305. Why Don't You - Yes But 37


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I. INTRODUCTION

A. REVIEW OF BUREAUCRACYThe complexity of dealing with large organizations,

specifically bureaucracies, is reflected in the diverseapproaches to the study of organizations. Max Weber's bureau-cratic model is often considered the baseline by socialscientists and writers. Basic to Weber's concepts was aview of rational - legal authority. This authority belongedto the office, not the individual. It followed, that theoffice must be filled by the most competent applicant.

In the case of legal authority, obedience is owed tothe legally established impersonal order. It extends tothe persons exercising the authority of office under itonly by virtue of the formal legality of their commandsand only within the scope of the authority of the office.[Ref. 1, pp. 368]

Weber saw bureaucracy as the most effective means for theadministration of large organizations in society.

Merton, Selznick, and Goulder, among others, have evalu-ated the Weber model and suggested that it does describe anideal type in terms of formal relationships. However, itignores behavioral factors that are detrimental to organi-zational effectiveness.

In his Social Theory and Social Functions [Ref. 2] , Mertonelaborates on the detriments to efficiency inherent in theoperation of a bureaucracy. He proposes that the top hier-archy imposes a demand for control on the organization in


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the form of increased emphasis on the reliability of behavior,i.e., representing a need for accountability and predictabilityof behavior. Control is sought by institution of standardoperating procedures and by ensuring that procedures arefollowed

The consequences, as Merton sees them, are a reduction inpersonalized relationships (organization members are viewednot as individuals but as possessors of positions) , anincrease in the internalization of rules (procedures take onthe positive values initially accruing to the goals they weredesigned to achieve), and a narrowing of the range withinwhich decisions are made (categories for thinking through aproblem are decreased). In turn and as a result, behaviorbecomes more rigid, an intense esprit de corps develops, anda propensity to defend organization members from outsideattack is increased.

The next result within the organization is a high degreeof reliability, maximized defensibility of behavior, and areduced effectiveness in dealing with extraorganizationindividuals and groups (e.g., customers). Since part of thesystem is maintained by these techniques, there is a con-tinuing pressure to reinfoce the same techniques. Evencustomer dissatisfaction and resultant complaints serve toredouble efforts to maintain control. The system is circular.

A number of social scientists have suggested that bureau-cracy is a condition that exists along a continuum ratherthan being in an absolute sense either present or absent.


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Six dimensions to measure bureaucratization were presentedby Hall:

(1) a division of labor based upon functional special-ization, (2) a well-defined hierarchy of authority, (3)a system of rules covering the rights and duties ofpositional incumbents, (4) a system of procedures fordealing with work situations, (5) impersonality of inter-personal relations, and (6) promotion and selection foremployment based upon technical competence. [Ref. 3, p. 33]

These dimensions describe the degree of bureaucratization.Three of these dimensions, (3), (4), and (5), will be criticalto this thesis as pointed out later in this chapter.

The preceding samples of approaches to bureaucracy aregiven to provide background and credibility to the followingcaveat offered by Mouzeliz.

The greater the autonomy between the system and thesubsystem, the greater the probability of going astray byjumping from one level to the next without paying attentionto the emergencies of new system problems which cannot beunderstood on the subsystem level.It is worth insisting on this point because of on theone hand reductionism makes things look simpler (by ignoringthe complexities arising out of the multiplicity of levelsof analysis), on the other hand and in another sense, itmakes them look hopelessly complicated. [Ref. 4, p. 172]

B. THE ACQUISITION ORGANIZATION AND BUREAUCRACYSpecific examples of a bureaucracy are found in the Weapon

System Acquistion Program Offices of the Navy. In these officesthe role of the Program Manager lies within the larger organi-zation of the Naval institution. At the top of the structureis the Office of the Chief of Naval Operations (CNO) . Withinthis office is the responsibility for the priority of needsfor the operational forces. Subordinate to CNO is the Chiefof Naval Material (CNM) . CNM represents the producer to CNO.


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Within the CNM organization a further breakdown into producttypes is represented by the hardware system commands.

The Ship, Electronic, and Air Systems Commands lie threelevels of hierarchy below the top; that is, below CNO . Itis at the systems command that the Program Manager interfacesoutside the organization with the various defense contractors.

Within any designated program there are five definiteentities involved: the Program Manager, the Procuring ContractOfficer, the Administrative Contract Officer, the FunctionalGroups, and the Contractor. A brief description of theindividual roles follows.

Program Manager . The Program Manager is selected shortlyafter a program has been designated a Major Program. Withthe selection comes a Program Charter, wherein the authorityand scope of the program office is delineated. The ProgramManager's responsibilities include fiscal, schedule, andperformance accountability. His position in the SystemsCommand, both geographically and authoritatively, precludedirect control over these three areas of accountability. Tomaintain his currency, he relies on reports from the otherfour groups involved. His legal direction, in a businesssense, must go through the Procuring Contract Officer. Hisday-to-day contact with the contractor is through the Admini-strative Contract Officer, and his technical dialogue is viathe various Functioning Groups of his particular SystemsCommand


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Procuring Contract Officer . Collocated with the ProgramManager at the Systems Command Headquarters is the ProcuringContract Officer. It is his responsibility to insure completelegality of the contract and any changes to the contract. Heliterally signs the contract and holds a warrant granting him,only, authority to change the contract. In the matrix organi-zation of the Systems Commands each Procuring Contract Officerhas many programs.

Administrative Contract Officer . Located in the generalvicinity of the Contractor is the Administrative ContractOfficer. He must implement the clauses of the contract andkeep in daily contact with the Contractor. He also mustproject to the Contractor the present acquisition policiesand practices of the procuring agency. He is in all respectsa key "linking pin" between the Contractor and the procuringagency

Functional Groups . Technical advice for the Program Managercomes from the Functional Groups of the Systems Command. Thesegroups are divided according to hardware specialty such asavionics, antennas, power plants, etc.; or service areas suchas logistic support and training. They provide technicalopinions to aid the Program Manager to evaluate proposals,select contractors, and approve changes.

In the formal organization of a particular Systems Command,the Functional Groups are in separate vertical groups from theProgram Manager. Rarely, as was the case with the ProcuringContract Officer, are the Functional Groups dedicated to asingle program. The Program Manager's charter allows him to


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task the various Functional Groups; however, they still mustbe responsible to their vertical chain of command for priorities

The Contractor . Until the contract is let, the Contractoris totally outside the procuring organization. Once underthe contract, the Contractor is tied into the formal procuringorganization by the clauses of the contract. The clauses varyfrom contract to contract, but each contract delineates theexpectations of the government and the responsibilites ofthe Contractor.

These relationships are subject to individual implementa-tion which can present problems based on the Bureaucraticnature of the organization. The framework of the organizationrates high on all six of the Hall's Bureaucratic Dimensions.Dimensions Three, Four and Five ((3) a system of rules coveringthe rights and duties of positional incumbents, (4) a systemof procedures for dealing with work situations, (5) imperson-ality of interpersonal relations) set the scene for problemareas predicted by both Merton and Mouzelis.

Merton saw "procedures taking on positive values initiallyaccruing to the goals they were designed to achieve."

And Mouzelis saw a displacement of goals:Individuals have goals of their own which do not alwayscoincide with organisational (sic) goals. More precisely,from the point of individual members, organisational (sic)goals are simply the means through which individuals mayachieve their private goals (the same can be said about theparticular goals of various grouplings within the largerorganizations). [Ref. 4, p. 59]

How then can the Program Manager cope with these apparent"built-in" problem areas? The typical background of a ProgramManager would not normally include the broad background in


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organizational theory of a Social Scientist, nor would itbe practical for him to do in depth organizational analysis.The Program Manager must be able to identify the areas of hisprogram where the problems exist and rectify the problemareas in a timely manner.

A popular new field has appeared in individual psychologicaltherapy: Transactional Analysis. In Transactional Analysisthe in-depth theory and determinants of individual behaviortake second precedence to the nature of the real-time inter-actions between individuals. Perhaps, then, the same princi-ples can find amplification in the problem areas of inter-action between the elements of the organization.

C. TRANSACTIONAL ANALYSIS AND THE ACQUISITION ORGANIZATIONAt first glance, the Navy System Acquisition Organization

as a formal institution is far removed from the loose fellow-ship of a Transactional Analysis group. However, the organi-zational roles are filled by people with the same problems ofcommunication, self-image, and motivation as the members ofa Transactional Analysis group. The formality of the Acqui-sition Organization serves only to place a framework aroundthe roles of the organization and provide guidelines forinterrelationships.

The scope of the Acquisition Organization ranges from theUnited States Codes of Law to the socioeconomic interfacesbetween defense contractors and the communities they residein. Central to the overall process is the office of theProgram Manager. Through complex procedures of planning,


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and budgeting, he acts as a producer for opera-Navy's needs, and as a consumer for the defense

product.As the producer, the Program Manager is involved in

needs and in competing for resources to fill thoseThe competition for resources involves a formalof documents and numerous reviews. The outcome of

competition is greatly influenced by personal trans-in the act of selling the program within the Navy.

As the consumer, the Program Manager must perform underguidelines of a business contract complicated by the

of the Armed Services Procurement Regulations (ASPR)complexity of the act, the remoteness of the contractor's

and other factors often produce conflicts for theManager. These conflicts are resolved through personal

between the Program Manager, other in the NavyOrganization, and the contractor.

The formal procedures of both producer and consumer arein law, directives, and regulations. The guide-

for day-to-day informal transactions have in generalleft tc interpretation by the participants who perform

their various organizational roles. Transactional Analysisprovide the means to read between the lines of the formal

books and to generate the vocabulary to describe thesituation. Without delving deep into Bureaucraticand Organizational Theory, Transactional Analysis canproblem roles within an organization and provide


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for realignment of misdirected transactions. As ana working tool, it can give the Program Manager insighthis organization which will enable him to exploit counter

organizational elements.

THE OBJECTIVES OF THIS THESISThis thesis will present a brief description of Transac-

Analysis and review the basic models of "games." Afterbrief review, some basic models will be applied to certain

in the acquisition organization.While Transactional Analysis is therapeutic, this thesisbe diagnostic in analyzing the roles within the organi-

Emphasis will be on recognition of the type ofand the nature of the ensuing game or games.

of the individual's role rather than the individualof prime consideration. Data on their psychological exper-

would not surface for the reader as it would in a groupsession.

This thesis does not attempt to identify all situationswhich Transactional Analysis might be applied. However, it

indicate that "games" are played and suggest guidelinesgreater recognition and understanding of them by managers

organizations. Such guidelines have great potential foroperations and increasing organizational effective-

Outside the scope of this thesis is any detailed analysisspecific organizational problem areas in existing or past


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situations. Studies of the types, frequency, and locale inwhich these situations occur and remedial action which wouldbe indicated by using Transactional Analysis have unlimitedpotential for improving organizational relationships, andare offered as an area for further study.


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II. REVIEW OF TRANSACTIONAL ANALYSIS

A. HISTORY OF TRANSACTIONAL ANALYSISDuring the late 1950s, Eric Berne developed the basic

principles of Transactional Analysis. He worked with a smallseminar group of therapists. Their evening seminars becamethe San Francisco Social Psychiatry Seminars, Inc.. Bernepublished many of his basic principles in the "TransactionalAnalysis Bulletin." Berne published in layman's language.This, together with the low expense of group sessions hashelped keep Transactional Analysis available as a therapyfor the people.

The popularity of Transactional Analysis gained momentumwith Berne's publishing of Transactional Analysis in Psycho-therapy in 1961. He followed this with The Structure andDynamics of Groups . It was not until 1964 and the publishingof Game People Play that Berne received national recognition.

When the International Transactional Analysis Association(ITAA) was formed, David Kupfer became president. He developedmany of Transactional Analysis' clinical techniques and helpedorganize Transactional Analysis' teaching programs.

The most recent addition to popular Transactional Analysisliterature is Dr. Thomas A. Harris' I'm OK-Your're OK . Thisis a repeat of Berne's Games with added emphasis on the statesof the relationships explored.


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Throughout the literature, Transactional Analysis hasevolved from basic diagramatic analysis of transactions intoexploration of total life scripts. Berne's basic therapydealt with social interactions in layman's terms. Hebelieved in results as the one criterion for successfultherapy.

B. THE THREE EGO STATESWhen involved in social activity all people display

noticeable changes in posture, viewpoint, vocabulary, andother behavioral aspects. The differences between theseaspects are the basis for the idea of ego states.

Berne called the three ego states Parent, Adult, andChild (P-A-C) . For convenience in this paper, when Parent,Adult, and Child are capitalized it will refer to ego states.Thus, if an organizational member is said to be Parent, itwill mean he is acting in the Parent ego state.

Everyone starts out as a child who responds to its environment . This response consists of thoughts and feelings whichform attitudes that can be activated in later years. Thestoring of the attitudes provide a ready made, non-logicalresponse pattern. Everyone has a little child in him. ThisChild ego state responds to psychological strokes or pats.Strokes of early childhood were the verbal and physicalsoothings by those around the individual: the smile, theaffectionate tone of voice, or the friendly gesture. Strokingin the adult workd is any act, verbal or non-verbal, thatbrings out the same feelings of "I'm OK" that were felt as


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a child. It is an effective technique to bring out the Childin an individual.

The second ego state is that of the Parent. In the early-years, an individual is exposed to many parental do's anddon'ts. These do's and don'ts are catalogued for futurenon-logical response. The individual actually becomes oneof the parents of his earlier life. Or, he may alter hisbehavior to adapt to what he imagines one of his parentswould have desired. Such automatic response conserves timein many instances. However, it can have negative aspectswhen it blocks out the facts of the real, observed situation.

The logical, autonomous Adult is the last of the threeego states. Real analysis of the surrounding environment,with objective data processing characterizes the Adult egostate. It can be said that any objective posture withoutthe archaic biases of the Parent or emotional responses ofthe Child is the posture of the Adult.

C. SUMMARY OF CLUES TO THE EGO STATESAn adult person can determine the state he is acting in

by both verbal and physical clues. More data can be deter-mined on the state of others as one becomes more skillfulin observing tone of voice, body gestures, and facial expres-sions. A total history of those involved in a particularsituation is not required. The current acting state iswhat is essential to Transactional Analysis.


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A definitive set of clues which can be used to deter-mine the state in which an individual is functioning isgiven by Harris in Ref. 5, pp. 91-93. These clues are notcomprehensive, but provide guidelines for an examination ofone's own anecdotes for additional clues. The following listshould be supplemented by one's own experience.

1 Parent Clues - Physicala. Furrowed Browb. Pursed Lipsc. The "Horrified Look"d. Foot Tappinge. Hands on Hipsf. Wringing of Handsg. Tongue Cluckingh. Patting on Head

2 Parent Clues - Verbala. I'm going to put a stop to this once and for all;b. I can't for the life of me ... ;c. Now, always remember . . . ; ("always" and "never"

are almost always Parent words, which reveal thelimitations of archaic systems closed to new dataj

d. How many times have I told you?3. Adult Clues - Physical

a. Continual Movement of Faceb. Continual Movement of Eyesc. Continual Movement of the Body


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d. Regular Eye BlinksNon-movement signifies non-listening, says Ernst,the Adult face is straight forward. If the headis tilted, the person is listening with an anglein mind.

4. Adult Clues - Verbala. Why, What, Where, When, Who?b. How much?c. In what way?d. Probable-Possiblee Unknownf. I think-It is my opiniong. Objective

5 Child Clues - Physicala. Tearsb. Poutingc. Temperd. High pitched, whining voicee. Shrugging shouldersf. Hand raising for permission to speak

6 Child Clues - Verbala. Baby talkb. I wish, I want, I gonnac. I guessd. Bigger, Biggest, Beste. When I grow up


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Many superlatives originate in the Child as playingpieces in the "Mine is better" game. In the same spirit as"Look Ma, no hands." They are stated to impress the Parent.

D. TRANSACTIONS1 Basic Diagram

The three ego states can be represented in a structuraldiagram (Figure 1). This simplified form can represent eitherthe individual or a role in an organization.

2 Complementary TransactionsGiven clues may be used to determine one's own acting

state or to observe another and determine his state. Theexchange of clues in social intercourse is in the basic unitor the transaction. This can occur in a single stimulusand response pair or in an ongoing series of transactions.The first type of exchange is called the ComplementaryTransaction. The vectors in Figure 2A represent the stimulus(S) and response (R) . They can be between equal levels asin Figure 2A or unequal 2B. In either case, the vectors areparallel. The complementary equal level transaction cantake many forms.

(Parent-Parent) often can be observed in criticalgossip without benefit of real-time external data.

Parent 1: "They are all on welfare now."Parent 2: "Well, that's where all our taxes go."Such an interchange can continue to discuss the woes

in abstract as long as both parties desire.


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Figure 1Structural Diagram

24


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(Adult-Adult) can usually be seen in an open exchangeof data, in an acknowledgement of opinion vice fact, or inproblem solving.

Adult 1: "In my opinion, welfare outlays have becomeexcessive .

Adult 2: "Where could we obtain an actual breakdownof taxes going for welfare?"

While such an exchange probably could not solve wel-fare's problems, it could lead to the validating or disprovingof the opinion offered.

(Child-Child) is often reserved for play, but it canshow the forming of the parent.

Child 1: "I wanna go on welfare when I grow up,because Mommy says we deserve it."

Child 2: "I dunno if that's OK."The second set of complementary transaction is between

unequal levels as in Figure 2B. Once again the vectors areparallel. Many combinations are possible, but (Parent-Child)has been chosen for illustration.

(Parent-Child) is the ego state transaction that ischaracterized by a limiting or judgemental stimulus followedby an automatic response based on nonlogical feelings. Inthe first illustration, the Parent-Child pair are in theadult-child age group. The same stimulus response patternis shown in the second illustration, but we can see theparticipants are adult-adult acting in a Parent-Child trans-action.


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Parent: "You can't play after 3:00."Child: "Why not? All the other kids do."

orMr. J. in his Parent: "You can't have season tickets."Mrs. J. in her Child: "Why not? All the club members

do."and in the organizational context:

The Establishment (as Parent): "This agency cannotgo along with the proposed pay increase."

The Workers (as Child) : "Why not? The postal clerksreceived one."

In each case of complementary transactions, a partic-ular stimulus elicits an expected response. Harris reiteratesBerne in stating the first communications rule of TransactionalAnalysis

"Rule 1. When stimulus and response on the P-A-Ctransactional diagram make parallel lines, the transactionis complementary and can go on indefinitely." [Ref. 5, p. 70]

3 . Crossed TransactionsOne of the most troublesome transactions is the

crossed transaction. Figure 3 shows two types of crossedtransactions. In both cases, the stimulus starts on an adult-adult level, but the response is unexpected and results in acrossed transaction. The response can go two ways. Eitherthe child comes forth or the parent "throws down" on theoriginator of the stimulus.


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Agent (Adult) : "Will you report be in on time?"Respondent (Parent): "You're always worried over

details .In either case, a simple adult-adult would have kept

communication open and an exchange of data could have occurred.(Adult-Adult) Agent: "Will your report be in on time?"Respondent (Adult): "I'm half - through , I think I'll

make it." (Complementary/Parallel)In both of the crossed Transactions further communi-

cation requires a complete shift of one of the parties. Thisintroduces Berne's second communication rule of TranactionalAnalysis

"Rule 2. When stimulus and response cross on theP-A-C transactional diagram, communication stops." [Ref. 5,P- 81]

4 . Ulterior TransactionsThe final and most subtle group of transactions are

the ulterior transactions. This is a key to both Harris'positions and Berne's games. These transactions are duplexor angular as illustrated in Figure 4A and 4B. Both arecharacterized by an apparent social stimulus/response pairand a second level or psychological stimulus/response pair.

The process begins with a stimulus containingsecondary, conflicting clues. The angular example given byBerne in Ref. 6, p. 33 is:

Salesman: "This one is better, but you can't afford it."Housewife: "That's the one I'll take."


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Figure 4A diagrams this transaction. The salesman,in the Adult ego state, offers two comments; which could havebeen interpreted by the housewife and replied to in the Adult."That's correct." However, the housewife's Child has respondedinstead. The transaction is still parallel and consideredcomplementary, since the salesman accepts her reply as anAdult statement.

The transaction in Figure 4B differs from the angularulterior transaction in that the apparent social level of thestimulus was never meant to be ambiguous. The ulteriormotive was child to begin with and expected a child response,only the social setting and verbal clues appeared in theadult

Contractor A: "We have built 17 of Y type systemsin the past."

Contractor B: "Our gross on our last Y type systemwas over three million."

The words are in the Adult but the ulterior child-child transaction is another game of "mine is better thanyours .

E. THE FOUR LIFE POSITIONSIn both Trans actional Analysis in Ps ychotherapy and Game s

People Play , Berne delves extensively into the psychologicalcauses for the ego states and the mode of transaction chosen,either complementary and closed, or crossed and incomplete.Harris has summarized these various combinations of trans-actions into four basic positions. [Ref. 5, pp. 67-77]


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1. I'm not OK - You're OK2. I'm not OK - You're not OK3. I'm OK - You're not OK4. I'm OK - You're OK

Each of these positions is explained as follows:I'm Not OK - You're OK . Harris calls this "the universal

position of early childhood." Stroking as defined in thesection on "The Three Ego States" is desired because of abasic self-image of Not-OK, and must come from an OK source.The position's acknowledgement of an OK element leads toreinforcement of the I'm not OK, or emulation of the OK.

I'm Not OK - You're Not OK . In this position, there isno incentive for growth, since the existence of an OK elementis denied. Once assumed, the position blocks out any strokingwhether it exists or not. This is the give up stance.

I'm OK - You're Not OK . Self - s troling can produce aninward I'm OK. If this is accompanied by a conviction theoutside world cannot stroke, objective inward analysis isimpossible. All outcomes of events become "their fault."Any action is justifiable, since I'm OK, but the world iswrong

I'm OK - You' re OK . This position differs from the firstthree above in that it is based on conscious decision. Thefirst three are based on the subconscious and block out allor part of the Adult observations of the real world, ormore precisely, block out adult analysis of observations.


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I'm OK - You're OK recognizes the Parent and the child,yet allows modifying data to be interpreted by the adult.

In the Transactional Analysis therapy work of both Berneand Harris, the object was to bring the patient to the I'mOK - You're OK position so that he could operate with anAdult-Adult transaction or be aware when the transactionwas outside the Adult.


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III. REVIEW OF GAMES

A. DEFINITION OF A GAMEBerne begins his chapter on games, Ref. 6, p. 98, with

a basic definition:A game is an ongoing series of complementary ulteriortransactions progressing to a well defined, predictableoutcome. Discriptively it is a recurring set of trans-

actions, often repetitious, superficiably plausible, witha concealed motivation; or, more colloquially, a. seriesof moves with a snare, or "gimmick." Games are clearlydifferentiated from procedures, rituals, and pastimes bytwo chief characteristics: (1) their ulterior qualityand (2) the payoff. . . . Every game on the other hand,is basically dishonest, and the outcome has a dramatic,as distinct from merely exciting, quality.

B. GAME ASPECTSBerne isolates certain aspects as essential to analyzing

games. He classifies these aspects as: Thesis, Antithesis,Aim, Roles, Dynamics, Examples, Transactional Paradigm,Moves, and Advantages. They are described as follows:

Thesi s . The general scenario of the game including thesequence of events (the social level) and information aboutthe psychological significance (the psychological level orulterior level)

Antithes i s . To validate a. tentative game sequence thethesis must be tested. This is done in two ways. One of

the roles may refuse to participate, or the payoff may bedenied in the end. If the sequence is a valid game, the


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Agent: "Yes, but the whole thing might fall down."The play of the game is for the agent to present a problem

and the friend to offer a solution. The solution is thenrejected, and followed by another solution. The solutionis then rejected, and followed by another solution. On thesurface, this appears as a complementary adult-adult sequenceof transactions. This is represented in Figure 5 by thesolid vectors. The ulterior transaction, represented bythe dashed vectors, shows the friend shifting to the Parentand the agent shifting to the Child. The Child is presentingitself as inadequate to cope with the situation, "I'm not OK,"and the Parent is anxious to reassure the helpless one.

Social

AGENT'YES, BUT

Ulterior ~~

S StimulusR Response

FRIEND"WHY DON'T YOU

Figure 5Why Don't You - Yes But


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E. A FORMAL ANALYSIS

Thesis: Present a solution I can't find fault withAim: ReassuranceRoles: Helpless person, sage advisorDynamics: Surrender conflictExamples: OmittedSocial Paradigm: Adult-AdultPsychological Paradigm: Parent-ChildMoves: (1) Problem-Solution. (2) Objection-Solution.

(3) Objection-Disconcertion.Advantages: Reassurance of role-participation without

true responsibility.


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This abstraction process can go either up or down theladder. In the illustration we could go up from Bessie tocow and back down from cow to Daisy.

Returning to the Parent-Adult-Child clues, each groupcan be taken in turn up from psychological clues to anabstraction, then brought back down to a set of organizationalclues

The Parent clues of furrowed brow, hands on hips, thepointing index finger, tongue clucking, etc., belong to aset of physically observable actions which are judgemental.Looking at the organization, a similar set of actions canbe found. Memorandums, letters, or actions which expressdeductions, decisions, determinations, or valuations based"not on Adult evaluation, but on automatic, 'archaic responses'would give the clue that an organizational element is actingin the Parent."

A further elaboration of this would include a positionof superiority that would allow a role to proclaim in Parentalterms. This could be the position of a role in military,civil service, or corporate organizations. If then a postureof a role is superior, based only on the organizationalstructure, it often can be considered Parental.

The verbal Parent clues are a set of words that are bothjudgemental and limiting. A set of similar words can beseen in the language of directives and instructions. Direc-tives and instructions may be used in an adult manner whenconsidered in conjunction with real-time data. When a


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particular situation dictates individual interpretation ofan instruction, the Adult should be free to add up the factsand make a judgement. However, if they are used in a trans-action without benefit of the facts of the current situation,their use is a clue to the Parent in command.

The analog to the psychological ego-state may be theorganizational posture. The first set of clues, then, forthe organizational posture can be summarized as follows:

Parental-Clues: actions which are judgemental based onautomatic response, postures taken by virtue of organizationalrank structure alone, and reliance on directives and instruc-tion without regard to current situation all belong to theset of Parent-Clues.

The clues to involvement of the child organizationalposture in any transaction are similar to those of the childego state. They stem from the "not-OK M posture. Overt,out of contexts physical actions often surface at the con-ference table. The same temper tantrum, high pitched whiningvoice, and rolling eyes that signalled to Berne that thechild was in control, can also reveal the organizationalChild posture.

Another child clue is a corollary to the use of organi-zational rank in the Parent clues. The undue deference torank to the point of interfering with the smooth flow ofneeded data may be an indication that the "not-OK" Childposture has been adopted. "I couldn't tell that to the


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B. CASE ANALYSISWith a set of Organizational Posture clues, certain basic

transactions can be analyzed within the Acquisition Organi-zation. We can return to the Program office for the firstcase. The relationship of the Program office to the technicalsupporting elements can be complicated by several programscompeting for the limited resources of the same functionalorganization. The functional elements are also supportingthe normal activities of their parent organizations, on theday-to-day, non-program activities. When personnel are notavailable to support all of the demands, the Program Managerfinds less responsiveness than he desires from the organi-zation's functional elements. Occupants of the roles of thefunctional elements find that there are several games whichcan be played to ease their postion. Temptation is strongto use such ploys as the following one described in "TheCase of Harried Functional Element."

1 . The Harried Functional ElementsThesis. The functional element serves several masters

It must function in an area of expertise for several differentprograms. At the same time, it must fill a role within itsown functional group. If it can set its own pace andpriorities within the framework of its organization, it maycontinue to do its job and enjoy the flail set up by unsatis-fied customers or masters. However, if conflict or criticismdrives it to its "Parent" and it cannot find outside satis-faction, it may lapse into a game of "Harried." Its parent


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follows the rules to the letter, including the unwrittenwork ethic. It will fill its "in basket" to the brim, thencollapse under the load, and spend the afternoon in onecontinuous coffee break. It may choose to escalate the gameby taking an abnormal amount of sick leave, or by work slowdowns

Antithesis. The clues to the game can be seen inmemos returned with "not- in-accordance with directive XXXX,"or in verbal allusions to the relationship of the task toits already heavy assigned workload. If still at the firstdegree of the game, the actions are still socially acceptable.This presents a problem in the initial approach. An informalattempt to make the Adult take charge and prioritize thetasks can take the form of an offer to complete the homeworkin relation to the program.

One must recognize the strong Parent in this role.If the job was indeed excessive, work descriptions and officeroutine would shift the load into proper perspective, oraction would be taken to make the shift. It has denied theAdult, and chosen the role for itself. A second approachwould be an offer to bring the needed changes to the attentionof the local supervisor. This may gain some recognition forthe program.

2. Now I've Got You, You SOBAnother close relationship in the Acquisition Organi-

zation is between the Program Manager and the Administrative


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Contract Officer in the Administrative Services (CAS) office.In Ref. 6 this relationship is described:

The program manager of a major weapon system requiresextensive knowledge of the contractor, the progress of theprogram, and the probable future program trends and potentialproblems. He also requires high-quality information onwhich to base significant trade-off decisions when aproblem arises, and in order to perform replanning whenexternal factors demand such actions. The CAS office isin the best position to support the needs of the programmanager in these areas since it is responsible forencouraging long term optimum performance by the contractor.

The valuable flow of information from the CAS to theprogram manager can be severely hampered if the CAS and thecontractor become involved in a game of "Now I've Got You,You SOB," (NIGYSOB) . Consider the following case involvinga CAS agent, a contractor and a project manager.

Thesis. The CAS has found an irregularity in thecontractor's paperwork. He appears to be more interestedin the fact that the contractor has sinned and must bepunished than in good relationships or correcting the error.The Parent is preoccupied in driving home the fact that thecontractor is at his mercy. The CAS punctuates the inter-change with letters to the program manager, over-documentinghis case.

Antithesis. From the outside, this is a hard gameto break up. If the program manager has sufficient authorityor finesse he can realign the CAS ' s position and get on withbusiness. If not, he may have to just ride it out, andsoothe the contractor to maintain calm relationships. Aboveall, he must not become engaged in the variant game of "Ain'tIt Awful" (AIA) with the CAS.


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Vindicates slights by contractor, realor imagined-CAS may feel, "Look what Ican do to the big contractor."

The wrong steps by the program manager can force thevariant game which follows.

3. Ain't It AwfulThe variant of NIGYSOB, Ain't It Awful (AIA) can run

concurrently in the form of the reports to the program managerIn AIA, the CAS and the program manager can carry on the onegame while the CAS and the contractor continue the other.If the program manager reinforces the CAS with participationin AIA, he can find himself well on the way to claims courtas a result of the overlooked game of NIGYSOB.

The thesis of AIA is as simple as its colloquialname. The roles of NIGYSOB need only the addition of aconfidant, in the form of the program manager, to develop thesecond game. The advantages of AIA to the CAS are in thereinforcement of his views of the contractor. If the programmanager is brought into the game, he gains an advantage ofa deceptive feeling of communication with the CAS.

The antithesis is to not respond to the initialstimulus. A phone call from the CAS stating an "Ain't itawful" situation can be acknowledged with a simple "Thank you,keep me posted," rather than, "I know it's awful, I had thesame situation in Paducah." The latter is the desiredresponse by the CAS, and the first move of the game.


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In this situation it can be seen that two separatetwo-handed games are in reality only two phases of a three-handed situation. Restoration to an Adult-Adult-Adultsituation can be initiated by any of the three parties.

4 . Gee, You're Wonderful , ProfessorThe VIP tour can become a scenario for "Gee, you're

wonderful, Professor!" (GYWP). The action generally startswith a wire or letter announcing that Admiral/General orVice President Jones will arrive at your plant on a certaindate. The initial response sets up the game. To be comple-mentary the transaction must be parallel, and the authorityassumed by the first communication announcing the trip isthe clue to an initial Parent stimulus. The plant acknowledgesthe announcement with a "We'd be delighted" response andthe game is on. The next series of moves takes place as theVIP is conducted on the plant tour. As the VIP comments onvarious items, the tour guide will respond with GYWP or"You're uncommonly perceptive" (YUP) . The YUP variant ismerely a restatement of the original game thesis. Thegimmick of the game is the ulterior transaction. The con-tractor is ostensibly conducting an informative tour, whilethe ulterior transaction keeps both participants out of theAdult. This results in repeated Parent-Child transactionswith little information gained by either party.

Antithesis. In this game the touring VIP can merelyrefuse to comment, thus breaking the Parent-Child relation-ship. Of course, it will result in an end to two way


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communication. A unique feature of GYWP , in this case, isthat the contractor could have crossed the transaction withhis initial response. A simple "We cannot host a tour at thistime," would have eliminated the entire game.

An additional important point in GYWP is establishingwhether the game is being played innocently or with a con-scious aim. In the VIP tour, the canned show and tell mayinadvertently produce the roles necessary to the game, orthe contractor may intentionally remain in the Child roleto keep from disclosing a particular problem area.

5 . Look How Hard I've TriedBerne outlines this game in Ref. 6, pp. 105-108. To

adapt it to the Acquisition Organization, the roles havebeen changed, but the play is the same. In the common

clinical form, this is a three-handed game played by amarried couple with a psychiatrist. The husband is in hopesof a divorce, but protesting to the contrary. The husbandparticipates just enough to demonstrate to the wife thathe is cooperating. Then, as time passes, he becomes resent-fully pseudo-compliant or belligerent. After several exchangeshe refuses to participate and feels he is blameless. He isin a good position to say to a judge or a friend, "Look howhard I ' ve tried.

In the case of the Acquisition Organizations, theroles of husband and wife can be played by the Contractor andthe Administrative Contract Officer with the Program Managerfilling in for the psychiatrist. The transcactions are the


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Psychological Paradigm: Parent-ChildParent: "I'm going to make you (get dressed)

(go to a psychiatrist) (complete thecontract)

Moves: (1) Suggestion-Resistance. (2) Pressure-Compliance. (3) Approval-failure.

Advantages: (1) Internal Psychological-freedom fromguilt. (2) External Psychological-evades responsibility. (3) InternalSocial-look how hard I've tried.

The transaction to be investigated by the ProgramManager is the ulterior motivations for the action. Theprogram could be in legitimate trouble: too tight of speci-fications, excessively low bid, etc.. Or the contractorcould be forcing the issue because of other priorities ormanagement mistakes.

6. See What You Made Me DoBerne describes the marital form of this game in

Ref. 6, pp. 88-91:Thesis. White, feeling unsociable, becomes engrossed

in some activity which tends to insulate him against peoplePerhaps all he wants at the moment is to be left alone. Anintruder, such as his wife or one of his children, comeseither for stroking or to ask him something like, "Wherecan I find the long-nosed pliers?" This interruption"causes" his chisel, paintbrush, typewriter, or solderingiron to slip, whereupon he turns on the intruder in rageand cries, "See what you made me do." Of course it is notthe intruder but his own irritation which "causes" theslip, and he is only too happy when it occurs, since itgives him a lever for ejecting the visitor.


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protectively transformed into the Parental position 'Theyare no good." [Ref. 6, p, 113]

An adaptation of this is often found among the membersof a defense contractor's sales engineering force. Theposition of "They are no good" is transferred from theindividual of Berne's game to the collective group ofanother corporation. The premise varies in -scope fromcompany A's cost overrun to company Z's lack of performance.It is characterized by the area of concern usually being farafield from the current program problems. For instance,the program you are involved with is in electronics, thesales engineer will offer a lengthy tale of company A'sproblems in an air frame contract. This play can continueas long as the Sales Engineer's Parent is allowed to dominate.

The payoff is in the Sales Engineer's external-psychological advantage of avoiding the intimacy which might-expose his own company's blemishes.

9. Why Don't You - Yes ButThesis: The players in this adaptation are the

Program Manager (PM) as advisor, and the AdministrativeContract Officer (ACO) as helpless person. The followingillustration will show the play:

ACO: "The contractor is two months behind andslipping more each week.

PM: "Have you threatened to withhold progresspayments ?"


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ACO: "Yes, but the Contractor's cash flow wouldmake a worse situation."

PM: "Have you thought of sending in a review team?"ACO: "Yes, but that would be uVidue interference by

the government."PM: "Have you requested three shifts instead of two?"ACO: "Yes, but the Contractor claims this would

increase overhead by 30 percent."PM: "Can't you accept the slippage and plan around

it?"ACO: "Yes, but the contract may never be completed."Since solutions are all rejected, there must be an

ulterior purpose other than an Adult seeking information.The Administrative Contract Officer has presented himself asa child inadequate to meet the situation. The payoff ishis reassurance by an advisor of the hopelessness of thesituation.

Antithesis: When the Administrative Control Officeropened with the form: "What do you do if . . ."a responsemust be given to cross the transaction and get out of theChild-Parent dialogue. A possible response could have been,"Slippage is a difficult problem. What are you going todo about it?" In any response the Program Manager mustavoid any form of "I'm only trying to help you." This responseassumes the Parent role and allows the other party to continuethe game in the Child.


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AnalysisThesis: See if you can present a solution I can't

find fault with.Aim: Reassurance.Roles: Helpless person (Administrative Contract

Officer) , Adviser (Program Manager)Social Paradigm: Adult-Adult

Adult: "What do you do if . . ."Adult: "Why don't you ..."Adult: "Yes, but . . ."

Psychological Paradigm: Parent-ChildParent: "I can make you grateful for my help."Child: "Go ahead and try."

Moves: (1) Problem-Solution. (2) Objection-Solution(3) Objection-Disconcertion.

Advantages: (1) Internal Psychological -reassurance(2) External Psychological -avoids

surrender(3) External Social-child role.


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V. GUIDELINES FOR USING TRANSACTIONAL ANALYSISIN THE ORGANIZATION

A. RECOGNIZING THE GAMETo this point, the review cases should have provided a

basic vocabulary and concept of Transactional Analysis. Thesequence for applying these tools can vary with the indi-vidual. A three step approach is suggested in this set ofguidelines

First and perhaps foremost is recognizing that a gameis in progress. More precisely, this is recognizing thatthe participants in any transaction are not in the Adult.A definite problem is recognizing the historical state ofa transaction. Upon first entry into an office, an ongoingtransaction is observed. Are the participants in the firstround or have there been many moves? What clues are apparent?

Taking the apparent clues into consideration, the egostates of the participants can be determined. Do not forgetthe physical clues. Body Language , by Julius Fast will giveinsight into the physical aspects of communications at alayman's level. Make a written list of observed clues. Noset of Transactional clues will be completely one state orthe other. Once the clues have been catalogued, the egostate of the participants may be determined.


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To determine the history of the Transactions will requiresome research. If the Transaction is written, a review ofthe f iles4 at the Program Office, the Procuring ContractOffice and the Administrative Contract Office /is worthwhile.Has the exchange been outside of the Adult for sometime, oris it a recent shift? If the transaction is verbal, theonly option is to follow it for a time and then extrapolatebackwards. The intensity of the exchange may be a usefulindicator of its duration.

Another device available for determining that a game isin progress is the transactional diagram. Ignore the formalorganization chart and draw a diagram that represents .whatyou are observing. This is also most useful at the confer-ence table, especially when the conversation is dominated bytwo or more parties. Again, use the clues and then placethe proper vectors in the diagram. The end result shouldlook like Figure 1 on page 24 or the other figures in previouschapters

An essential aspect of the game is always the payoff.Observations of the participants should be accompanied bythe question: Is there any aim other than what is claimedby the participants?

A periodic review of either Berne's Games or Harris'I' m OK - You' re OK will keep the types of games fresh inthe mind. The colloquial game names need not be memorized.


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C. IGNORING THE GAMEThere are several sets of circumstances in which it would

be better to ignore the game than to participate or breakup the game. Ignoring a game may have positive benefits forthe Transactional Analysis practitioner, in that to partici-pate or attempt to break up certain games can have negativeresponses

In the case of a high level element of an organizationparticipating in a game with another agency the game oftenmust be ignored. This ignoring action would be the resultof a judgement as to the relative effectiveness of enteringor altering the game by the observer. The existence of agame may be obvious to the outside observer; however, theparticipants may be unaware of the game, and resent inter-ference. Simply stated, if you cannot be effective, ignorethe game.

On the subordinate side of the organization, games willalso be encountered. In this case, it must be rememberedthat games in and of themselves are not "bad." If an ongoinggame is producing the desired results for the organization,it should be ignored.

D. SURVEYING THE OUTSIDE ORGANIZATIONInformation on an outside organization can come from many

sources. The contractor can be asked for organizationalcharts, quarterly reports and past program structures. Fromthese, a formal structure may be determined. The formalstructures can then be screened for the physical clues^given


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in Chapter IV. The same steps can be applied to governmentorganizations by using available publications to determinestructure

Little can be learned about the formal structure inoutside organizations until actual contact is made. Theinitial contact must be brought into perspective. Wheredoes the interfacing agent fit into his organization? Thisquestion is important as it will serve as a reference pointfor any analysis. The observers judgement will determinewhen game analysis will be profitable.

E. SURVEYING THE HOME OFFICEThe same basic steps applied to outside organizations

can be used to analyze the home office. Due to the increasedopportunities for observation, an analysis in depth can bemade. Using the Transactional Diagram, the interchanges maybe mapped out. The home office provides grounds for morethan just exploitation. When games are discovered, theparticipants may be brought into the Adult by proper manipu-lation; three devices already discussed have been the crossedtransaction, the use of the game antithesis, and refusal toplay. A goal of a game-free organization is within reason,depending on time and responsiveness of participants. Asound background in Transactional Analysis should be developedand passed on to fellow members of an organization to enhancecommunication and promote effective, game free, operations.


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VI . SUMMARY

This thesis began with a history of Transactional Analysis.From the history, it progressed into areas of possible appli-cation of Transactional Analysis to the Acquisition Organi-zation. To clarify these areas, certain relationships withinthe Acquisition Organization were detailed.

To establish a background for the goals of the thesis, theintroduction included an overview of bureaucracy and some ofthe problems inherent to its structure. The problem areas ofthe bureaucracy were shown to have parallels within theAcquisition Organization. After this the thesis goals andpurposes were presented. The first of these goals, to back-ground Transactional Analysis and Games was met in Section II.In Section II, a basic vocabularly was presented by introducingthe three Ego-States and the clues that describe them. Thevocabulary was then used to explain the basic transactionsand the more complex ulterior transaction. This backgroundwas summarized in a description of Dr. Harris' four lifepositions

A second goal, to provide a familiarity with games andgame analysis was approached in Section III. Here, gameswere defined and analyzed in different methods. The aspectswere then used in an illustration of a game and a formalanalysis. Such an illustration and analysis should serve asa model for practical application.


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The main purpose of the thesis; to provide examples ofTransactional Analysis in the Acquisition Organization andto suggest guidelines for individual use of these techniqueswas set forth in Sections IV and V. In Section IV, atranslation from personal to organizational clues establisheda working basis for case analysis in the AcquisitionOrganization.

The set of analysis presented nine separate games foundin the Acquisition Organization. These were offered asexamples, and not as a complete thesaurus of games. Fromthese g-ames the concept of the guidelines was developed.

The guidelines in Chapter V offered an approach forrecognizing and exploiting games for the non-professionalsocial scientist. They are not to be considered hard andfast rules. However, they should be an introduction intothe field and stimulate interest toward further TransactionalAnalysis involvement.

The approach included two types of organizational surveys,both of which reflect Transactional Analysis basics appliedto organizational structure. Such surveys were meant toprovide a baseline for deeper analysis.

Transactional Analysis has been a professional psychologisttool for some time. It is hoped that its benefits may spreadoutside the encounter group and become a basic tool for themanager in the formal organization.


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LIST OF REFERENCES

1. Weber, Max, The Theory of Social and Economic Organization ,trans, by A . M . Henderson and Talcott Parsons, The FreePress of Glencoe, New York, 1964.2. Merton, R. K. , Social Theory and Social Structure , 2nd ed .Glencoe, 111: Free Press, 1957.3. Richard H. Hall. "The Concept of Bureaucracy: An EmpiricalAssessment," American Journal of Sociology , July 1963.4. Mouzelis, Nicos P., Organizations and Bureaucracy , Chicago:Adeline Publishing Co., 1968.5. Harris, T. A., I 'm OK-You're OK , New York: Harper and RowPublishers, Inc., 1967.6. Berne, Eric, Games People Play , New York: Grove PressInc., 1964.7. Hayakawa, S. I., Language in Thought and Action , New York:Harcourt, Brace arid World, Inc. , 1964


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BIBLIOGRAPHY

Alexis, Marcus and Charles Wilson, Organization and DecisionMaking , Englewood Cliffs, New Jersey, Prentice Hall, 1967.Applewhite, Phillip B., Organizational Behavior , EnglewoodCliffs, New Jersey, Prentice Hall, 1965.Berne, E., Games People Play , New York, Grove Press, Inc.,1964.Berne, E., Transactional Analysis in Psychotherapy , New York,Grove Press, Inc., 1961.Berne, E., The Structure and Dynamics of Orgranizat ions an dGroups , Philadelphia, J. B. Lippincott Company, 1963.Department of the Navy RDT $ E Management Guide , Washington,NAVSO P-2457, 1972.Fomularo, J. J., Organization Planning Manual , New York,American Management Association, 1971.Hall, R. H. , "The Concept of Bureaucracy: An EmpiricalAssessment," American Journal of Sociology , July 1963.Harris, T. A., I'm OK-You're OK , New York, Harper and RowPublishers, Inc., 1967.Hayakawa, S. I., Language in Thought and Action , New York,Harcourt, Brace, and World, Inc . , 1964.Kast, Fremont E. and James E. Rosenzweig, Organizations andManagement: A Systems Approach , New York, McGraw-Hill, 1967.Luthans , Fred, Organizational Behavior , New York, McGraw-HillBook Co. , 1973.Meininger, J., Success Through Transactional Analysis , NewYork, Grosset and Dunlap, Inc., 1973.Mouzelis, Nicos P., Organizations and Bureaucracy, Chicago,Adline Publishing Company , 1968NAVY GUIDE FOR CONTRACT MANAGERS , Washington, Naval MaterialCommandWeber, Max, The Theory of Soc i al and Economic Organization ,Trans, by A. M. Henderson and Talcott Parsons, New York,The Free Press of Glencoe, 1964.


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INITIAL DISTRIBUTION LISTNo. Copies

1. Defense Documentation Center 2Cameron StationAlexandria, Virginia 223142. Library, Code 0212 2Naval Postgraduate SchoolMonterey, California 939403. Department Chairman, Code 55 1Department of Operations Researchand Administrative SciencesNaval Postgraduate SchoolMonterey, California 939404. Professor John W. Creighton, Code 55Cf 1Department of Operations Researchand Administrative SciencesNaval Postgraduate SchoolMonterey, California 939405. Assoc. Prof. John D. Senger, Code 55Se 1Department of Operations Researchand Administrative SciencesNaval Postgraduate SchoolMonterey, California 939406. Lieutenant G. L. Skaar, USN 1108 2nd Street, NASFPO San Francisco 96637


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164281Thesis 164281S544 Skaarc l The use of transac-

tional analysis inproject management or-ganizations.

6 AUG7920 I 25809b o.-> r>

Thesis 164281S544 Skaarc.l The use of transac-

tional analysis inproject management or-ganizations.


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The Use of TA in Project Management Organizations

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