A STUDY On The EFFECTIVENES of TA Improving Organizational Performance Tez Master 76

A STUDY ON THE EFFECTIVENESS OF TRANSACTIONAL ANALYSIS FOR IMPROVING ORGANIZATIONAL PERFORMANCE
Daniel W. Buckner
ifll
IjjRffigK
ots
lAv
MUIM
ATE SCHOOl
iFORNIA 'i394a
AVAL POSTGRADUATE SCHOOL

Monterey, California
THESIS
A STUDY ON THE EFFECTIVENESS OF TRANSACTIONAL ANALYSIS FOR
by
.
IMPROVING ORGANIZATIONAL PERFORMANCE
Daniel W. Buckner
September, 1976
Advisors
J.
W.
C.
Creighton
Kiley
J.
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for public release; distribution unlimited.
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Master's Thesis:
September, 1976
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Daniel W. Buckner
PERFORMING ORGANIZATION NAME ANO AOORESS
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Naval Postgraduate School Monterey, CA 93940

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IE.
SUPPLEMENTARY NOTES
1*.
KEY WORDS
(Conttmio on roworoo olmo
If
nocooomrr mn4 lomntllr r olock numt
Transactional Analysis Improving Organizational Performance Personnel Training Supervisory Training Basic Human Needs
20.
ABSTRACT
(Conltnuo on rororoo too
It
nocmooorr ond identity *T otooM ntmmmt)
This study investigates the effectiveness of Transactional Analysis used in personnel training by surveying two populations, one that had taken Transactional Analysis training, and one that had taken conventional training. Questionnaires were administered to the two populations. Responses were compared to determine if Transactional Analysis training resulted in greater awareness of basic human needs than did conventional training. Results
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by
Daniel W. Buckner Naval Air Test Centery'Patuxent River, Md. B.S.E.E., University of Maryland, 1965
Submitted in partial fulfillment of the requirements for the degree of
MASTER OF SCIENCE IN MANAGEMENT

from the
NAVAL POSTGRADUATE SCHOOL

September, 1976
c./
JUULEY KNOX LIBR

NAVAL POSTGRADUATE SCHI TEREY, CALIFORNIA 23S4Q
ABSTRACT
This study investigates the effectiveness of Transactional
Analysis used in personnel training by surveying two populations, one that had taken Transactional Analysis training,
and one that had taken conventional training.
Questionnaires
were administered to the two populations.
Responses were
compared to determine if Transactional Analysis training resulted in greater awareness of basic human needs than did
conventional training.
Results indicate no significant
difference between the two.
TABLE OF CONTENTS
INTRODUCTION
6
7
OBJECTIVE AND SCOPE OF THIS STUDY

II.
A DESCRIPTION OF TRANSACTIONAL ANALYSIS AND THE COMPARED TRAINING PROGRAMS
DESCRIPTION OF CONVENTIONAL TRAINING USED AT NAVAL AIR TEST CENTER DESCRIPTION OF PROGRAM USED AT PACIFIC MISSILE TEST CENTER
III
.
11
13 15
THE QUESTIONS AND THEIR RESULTS.
DESCRIPTION OF THE QUESTIONNAIRE

RESPONSES TO ATTITUDINAL QUESTIONS
15
17 24
28
32
RESPONSES TO DEMOGRAPHIC QUESTIONS
ANALYSIS OF DATA
APPENDIX A
APPENDIX
APPENDIX
B
C
QUESTIONNAIRE
CHI -SQUARE CALCULATIONS
36
POPULATION HISTOGRAMS
37
69
73
APPENDIX D
HISTORICAL DATA BANK
BIBLIOGRAPHY
INITIAL DISTRIBUTION LIST
74
I.
INTRODUCTION
Organizations are concerned with improving performance

(Drucker, 1973).
Empirical evidence supports the theory that
awareness of basic human needs by management can improve
performance of the organization (Maslow, 1970)

Further highlighting the importance of an understanding
of the basic human needs for improved performance is a
statement by Maslow, "When we talk about the needs of human

beings we talk about the essence of their lives".
Managers,
then, must be concerned with basic human needs in order to
improve performance.
Much work has been done on the study of basic human needs
and the relationships of people working together, but no one
system of describing and analyzing human behavior has proven
completely successful.
Management cannot wait until
scientists and scholars have completed their work in this

area.
Management must try to make the organization perform
today (Drucker, 1973).

A new system for understanding basic human behavior has
been developed in recent years
This new system for explain-
ing human behavior is called "Transactional Analysis" and was
developed by the late Dr. Eric Berne.
OBJECTIVE AND SCOPE OF THIS STUDY
Supervisory and personnel training utilizing both

conventional human needs
concepts and Transactional analysis
techniques have been given to employees in the Department of

Defense.
The purpose of this study is to compare the
relative effectiveness of conventional training and Transactional Analysis for improving performance.
This study is based on the assumption that a greater
awareness of basic human needs will lead to improved performance (Maslow, 1970)
.
The study was conducted by use of a
survey to determine whether Transactional Analysis, as used

at the Pacific Missile Test Center, Point Mugu, California,
contributed to
greater awareness of basic human needs than
did conventional training, as used at the Naval Air Test
Center, Patuxent River, Maryland.

To conduct this study, two populations suitable for the
purpose of this investigation were first identified.
questionnaire was then developed and administered to the two

populations.
The responses were then compared using
statistical analysis to determine if Transactional Analysis

training resulted in
a
greater awareness of basic human
needs than did conventional training.

The populations considered for use in this study were
limited to employees at two Naval Air Systems Command field

activities
With
.the
assistance of the Civilian Personnel Office at

a
the Naval Air Test Center, Patuxent River, Maryland,
group
of personnel was identified who had received human needs
training using conventional theories.
At the Pacific Missile
Test Center, Point Mugu, California, the Civilian Personnel
Office helped identify a group of personnel who had received
training using Transactional Analysis.
II.
A DESCRIPTION OF TRANSACTIONAL ANALYSIS
AND THE COMPARED TRAINING PROGRAMS
Transactional Analysis
is
based on the observations of
Dr. Eric Berne, during his work as a psycotherapist in
San Francisco, that each person demonstrates three very
different forms of behavior.
At times
person acts and When a person
feels like his parent or parent figure.
gestures, sounds, and carries himself very nearly as his
parent figure did, Berne said that the person was in his Parent ego-state.
At other times
a
person reasons objec-
tively, processes data, solves problems, asks questions, and

gives information essentially without feelings, rather like
a
computer.
A person behaving in this manner

At other times
a
is.
in his adult
ego-state.
person may think and feel as he
did when he was a child, in this case he is in his Child
ego-state.
Berne used these three ego states to describe his

In this paper Parent, Adult,
analysis of human behavior.
and
Child when capitalized will refer to ego states and not to

actual parents, adults, or children.
Berne observed that a person in the Parent mode directs
himself at another Parent or at
a a
Child.
The Child directs
himself at another Child or at

another Adult.
a is
Parent.
An Adult looks for
If the Parent is being critical then probably If the Parent
rebellious or compliant Child will respond.
being huturing then probably
grateful, appreciative
Child will respond.
This pretty much goes the other way also:

9
rebellious Child usually stimulating a critical Parent.
The Adult, like a computer, must be turned on to activate.
Internally, the Adult is a good mediator between Parent and

Child.
Externally, the Adult is
good problem solver, but
lacks spontaneity (Berne, 1964).
An exchange of recognition between two persons is said

to constitute a transaction.
All transactions can be
classified as either complementary, crossed or ulterior

(James and Jongeward,
19 71)
a
A complementary transaction occurs when
message sent
from a specific ego state, gets the predicted response from

a
specific ego state in the other person.
The following is
an example of a complementary transaction:
Stimulus:
Adult to Adult
Adult to Adult
Where are my cuff links?

On the desk.
and the
Response:
In this case the lines of communication are open,
people can continue transacting with one another.

A crossed transaction occurs when an unexpected response
is made
to the stimulus.
The following is an example of a
crossed transaction:
Stimulus:
Response:
Adult to Adult
Parent to Child
Where are my cuff links?

-
Why don't you keep track of
your cuff links?

In this case communications are broken off and the people
will tend to withdraw from one another. An ulterior transaction occurs when
a
stimulus is directed
to one ego state, but is intended to hook another ego state.
10
The following is an example of an ulterior transaction:
Stimulus:
Open
Adult to Adult
This car is our
finest, but it may be too expensive for you.
Hidden
Adult to Child
You probably can't
afford it.
Response:
Adult to Adult
me
.
Yes, it is too expensive for
Child to Adult -I'll take it.

In this example the hidden message is rejected if the
Adult responds, and it is accepted if the Child is hooked.

Berne also observed that people early in life very often
made decisions about their life position when there was much
confusion and insufficient data.

"I'm O.K.
-
These decisions such as

-
You're Not O.K.", "I'm Not O.K.

a
You're O.K.",
which made sense to

a life
very young child, provide the basis for
script.
The person lives his life according to his
script in order to reinforce the life position he adopted
during childhood.
Berne believed that in the proper atmosa
phere unfortunate early decisions could be redecided in
more favorable manner (Holloway and Holloway, 1973).
DESCRIPTION OF CONVENTIONAL TRAINING USED AT NAVAL AIR TEST

CENTER
At the Naval Air Test Center each person queried had
attended at least one of the following courses:

-
Basic Supervisory Development

The objectives of this course was to acquaint new
11
supervisors with the rudimentary skills of supervision.

The instruction was principally by lecture
and stressed leadership, communications, cooperation,
and personnel functions.

-
Supervision and Group Performance

This course was given to explain the human behavior
involved in accomplishing
group project.
After an
introduction to human relations, the course was

taught using a participative style where the students
conducted group projects in order to experience first

hand the interactions involved in a group effort.
-
Supervision of the Low Skilled and Culturally Different

This course was intended to provide supervisors an
awareness of other cultures besides their own.
The
course involved participation in which participants
had to perform task from a disadvantaged position in

order to get a feeling of what it was like to be
disadvantaged.
These courses were classified as conventional training
because they were based on the traditional theories of work,
organizational design, and human needs.
Frederick Taylor's
study of work and Henri Fayol's organization design model
provided part of the bases for the traditional training

(Drucker, 1973).
Mas low's "hierarchy of basic needs" was
used to explain basic human needs in traditional training

(Maslow,
1970)
.
12
DESCRIPTION OF PROGRAM USED AT PACIFIC MISSILE TEST CENTER

The Pacific Missile Test Center employees had each taken
at least one of the following courses:
Transactional Analysis Communications

The objective of this course was to provide an
understanding of and an improvement in personal

communications
.
The dynamics of communications were
explained in terms of Transactional Analysis ego

states.
Exercises were conducted to enable the
students to feel their various ego states, and to
experience the use of the ego states in problem

solving.
Career Women Seminar

This seminar was intended to enable the participants
to realize job
satisfaction, and to make more effec.
tive contributions to their respective agencies
This
seminar addressed questions such as "Who am

work?", and "Do
I
at
want changes in my job or career?".
Transactional Analysis and Your Career

This course was intended to assist the participants
in applying Transactional Analysis to their current
jobs and to expand their goals.
The course provided
the students an introduction to Transactional Analysis

as
it might be applied to unblocking their potential
power to get their careers moving.

13
Communication for Women

The objective of this course was to increase the
participants' ability to communicate more effectively

The course included group discussions, films, and
exercises to provide an opportunity for understanding

and practicing effective communication skills
These courses used Transactional Analysis as their base.
14
III.
THE QUESTIONS AND THEIR RESULTS
An instrument was developed for use in measuring the

employees' awareness and understanding of basic human needs.
Demographic questions were also included in order to evaluate

other factors that might influence the responses of the
employees.
The questionnaire was carefully worded to avoid
the use of Transactional Analysis terminology which might
cause a conditioned or triggered response on the part of the
employees who had taken the Transactional Analysis training.

The questionnaire was pretested by administering it to
members of the Naval Aviation Executive Institute Management

Program, Point Mugu, California.
After pretesting and

questionnaires were
incorporating corrections,
a total of 561
distributed at the Naval Air Test Center and the Pacific

Missile Test Center.
Appendix A contains
copy of the
questionnaire and the cover letter.

Table
1
gives a breakdown of the number of returned
questionnaires from the two bases.
DESCRIPTION OF THE QUESTIONNAIRE

Twelve questions contained in the questionnaire were
designed to be answered by selection of one of five responses

with numeric values as given on the following page.
15
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16
Response
Numeric Value
1
2
Strongly Agree Agree

No Opinion
Disagree
4
5
Strongly Disagree
To prevent the respondents from perceiving a pattern of
desired answers, five of the questions were worded negatively

(inverted)
so that positive responses would be disagree or
strongly disagree.
To aid in analysis of the data, the
responses for the inverted questions were recoded prior to

the computer analysis so that disagree and strongly disagree
were equated to agree and strongly
agree.
This recoding
allowed all of the attitudinal data to be looked at with a
uniform ranking scheme.
Under this scheme, strongly agree
and agree were taken as an indication of awareness and
acceptance of the life position or human need addressed by

the question.
RESPONSES TO ATTITUDINAL QUESTIONS

Questions
3,
9,
and 11 were designed to measure the
respondents' own perception of his personal O.K.-ness.
None
of these questions were inverted and respondents who felt a
personal sense of O.K.-ness would tend to respond with an

agree or strongly agree.
Question
.3
"Qiviz.Ka.lly,
i<L2.l
con^ldunt
4
ofi
my
"
.
i>
up <lk\j i.h
o n.y
ab <LlJLt<Lo,ii
-in
thz
17
wofik.
-ituatZo
This question is based on the premise that
person
holding an I'm O.K. life-position has faith in himself

(Harris,
1967).
The frequency of response for each population is given
below:
PMTC
NATC
42
Strongly Agree
Agree
No Opinion
26
124
18 10
1
5
-
115
10
4
Disagree
Strongly Disagree
Missing
Question
9
"When In
a.
AULpzivlAoiy fiolz,
tmpi.otjQ.z6
can adjust my
-teqtuAed
fion.
att-itu.dm towasid*
<Lncn.<La.&
&&
nd wonk. pzsi&on.mancz."
This question is founded on the belief that a person with

an I'm O.K.
life position has the flexibility to meet what-
ever situation comes up (James and Jongeward, 1971)

The responses of the populations to question below:
9
are given
PTMC
NATC
25
Strongly Agree Agree

No Opinion
18
119
33
7
1
127
12
4
2
Disagree Strongly Disagree
Missing
Question 11
"I
{eel confident o{ my abtltty to kandle

OYl
Zntel-pelAOnal Kelatto tt4
tke job."
This question is based on the idea that a person with an

I'm O.K. life-position feels capable of handling personal
relationships
The responses to this question are given below:
PMTC
NATC
32
Strongly Agree
Agree
No Opinion
47
127
7
125
11
4
Disagree
Strongly Disagree
Questions 1,
8,
and 10 were designed to measure the
respondents' feelings about the O.K.-ness of others.
Question
"V/iom my
peiAonal expeKten.ce
kave.
{oand that
Ata.te.6
the conce.pt taught tn textbooks Mhtch

'mo&t employee* axe competent,
li>
capable peiôn*'
tncoxtiect.
"
This question is inverted and respondents who felt that
others are O.K. selected a disagree or strongly disagree
answer
The raw responses to this question are given below:
PMTC
NATC
10
Strongly Agree
Agree
No Opinion
47
13
64
10
Disagree
98
20
19
71
Strongly Disagree
17
Question
"In my zxpe.sUe.ncz,
ah.z
kavz &ound moi>t zmployzz*

atti.tu.dzt>
not
za.pa.blz ol
zkangtng tkztn. wonk
and habtt& to tmpnovz tkzth. woik pzKôfimanzz."
This question reflects the view of persons who believe

that others are not O.K.
are O.K.
Respondents who felt that others
selected
strongly disagree or disagree answer to

.
this question (Holloway and Holloway, 1973)
PMTC
NATC
3
Strongly Agree
Agree
No Opinion
33
7
27
8
109
30
th.u.&tzd to
112
22
pzn.ôn.m
tkz-in.
Question 10
Mo& zmptoyzzb can bz
and own."
do a zon&ztznttou.*
job wkzn tz{t on
This question is based on the theory that most people
want to perform to the best of their abilities

Jongeward, 1967).
(James and
Respondents who believed this theory
selected an agree or strongly agree answer.

PMTC
NATC
17
Strongly Agree
Agree
No Opinion
20
138
3
123
3
Disagree
20
2
26
2
Strongly Disagree
Missing
20
Question
"I
nave faund that fax mott employee.* the bougie

o doling
tfnZA.fi
4 a.tA.&l action
woxk well
nlA.mlYia.tzt>
the need fax any additional xecognition." This question is based on the theory that people have a
basic need for recognition (Berne, 1964).
Respondents who
were aware of this need selected a disagree or strongly

disagree response to this question.
PMTC
NATC
3
Strongly Agree
Agree
No Opinion
17
3
20
2
Disagree
85 73
-
82
Strongly Disagree
64
1
Missing
Question
4
-
"Employee.* have a definite need
fan.
emotional
and physical 6t-lmu.la.tton to continue to be

pA.odac.ttve in the vtonk
situation."
a
Question
is
based on the fact that people have

,
biological, phychological
(Berne,
and social need for stimulation
1964).
An agree or strongly agree response was
selected by respondents who were aware of this need.

PMTC
NATC
65
89
6 8
Strongly Agree
Agree
No Opinion
81
88
7
Disagree
21
PMTC
NATC
4
Strongly Disagree
Missing
Question
5
-
"I
dt* agn.ee ivttk the concept that employ ee*

dtt2.YitX.OYi
vtJULZ.
*eek
on the job,
even t tt be
Yie.ga.ttvz, n.athen.
than accept no fiecognttton at
all."
This question is intended to measure the respondents'
awareness of the fact that the need for recognition is so
strong that people will even seek adverse recognition in the

absence of positive recognition (Berne, 1964).
Respondents
who were aware of this fact selected a disagree or strongly

PMTC
NATC
11
Strongly Agree
Agree
No Opinion
12
63
18
58
30
3
-
69
14
63
15
Missing
Question
6
"Mo*t employee* nave had tkeln. ba*tc wolk
attitude* and pen.*onalttte*

to entering the wotik
ion.ee."
e* tab It*
Wed
pfiton.
Question
was included to test the respondents'
aware-
ness of childhood scripting.
This theory is based on the
hypothesis that most people live their lives according to
22
decisions that they made in early childhood (Holloway and Holloway, 1973)
PMTC
NATC
27
Strongly Agree
29
Agree
No Opinion
105
7
86
6
Disagree
38
5
46
7
Strongly Disagree
Question
"Most &mploye.zA
4 tn.u.ctu.n.2.d
nave, a
dz&tnZtz nzzd
"
ôh.
a.
datty wonh. 4c/iedu.e.
This question is based on the observation that people
have a definite need to avoid boredom which results in a time
structure-hunger (James and Jongeward, 1971)
Awareness of
time structure-hunger was reflected by selection of an agree

or strongly agree response.
PMTC
NATC
29
Strongly Agree
Agree
No Opinion
109
10
95
8
Disagree
Strongly Disagree
45 11
-
37
2
Missing
Question 12
-
"In my axpeA-tewce
have,
not ound tkz need
Ion opin and comptttz communtcatZon* on tkt job

to be
oui>
tmpon.ta.nt
cu>
btatad tn
tzx.tbook.6- ."
23
This question is used to measure the respondents' belief

in the need for good communications on the job.
is
The question
based on the assumption that business transactions cannot

(Berne,
be completed in the absence of open communications

1964)
.
Respondents who believed in the need for good coma
munications on the job selected
disagree or strongly

PMTC
NATC
9
Strongly Agree
Agree
No Opinion
14
5
15
8
Disagree
76
71
Strongly Disagree
83
-
68
1
Missing
Table
2
contains a summary of the responses from the two
populations to the attitudinal questions.

indicated that question five was ambiguous.
Many respondents
For this reason,
the author decided not to use the responses to this question in calculating the average responses of the two populations
RESPONSES TO DEMOGRAPHIC QUESTIONS

Questions 13 through 16 were included to gather demographic information from the respondents
Question 13
"VIzclah indicate, tkt Izvul oq
youui
ô^mcLl
education.
1. 2.
High School
Associate of Arts degree or equivalent

24
CU CU
CO
1)
00
CO
U 3
o
co <r
m
CO
t
ON
CN
O
r
m
nO vr
00
00
CN
vr r^ ^
NO
VI-
CO
CN
00
CO
3
D.
CO
OJ
Q
H
o CO
CO
NO
f
<*
i
CN
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3.
More than two years college
4.
5.
Undergraduate degree
Graduate degree
-
Please state whether
graduate degree is at the Masters or Ph.D

level
Group
1
PMTC
82 22
NATC
96
20
9
2
3
21
28
4
5
26
26
5
21
Missing
Question 14
-
"How long kavz

1.
2
.
you.
bzzn
-in
QOvnn.nmQ.ntV
One year or less Two or three years
Four or five years

Six to ten years
4.
5.
More than ten years
Group
1 2 3
PMTC
NATC
22
12
18
20
4
5
48
53
97
5
81
Missing
26
Question 15
"Wkat I*
you/i
Rank
on.
Gxadd lzve.1?"
The responses to this question were ranked in interval
order.
Group
GS 2$3
PMTC
5
NATC
GS 4$5
GS 67
GS 89 GS 1011 GS 1213 GS 1415
72
46
26
10
28
17
30 40
6
5
23 34
6
8
Missing
Question 16
-
"What 16
1.
2. 3.
you.fi
ago.?"
Twenty-four or under
Twenty-five to twenty-nine
Thirty to thirty-nine
Forty to forty-nine
4.
5.
Over forty-nine
Group
1
2
PMTC
9
NATC
11
41
59
31
47 44
48
5
4
5
32
29
Missing
27
ANALYSIS OF DATA
The statistical Chi-square test was used to compare the
responses of the two populations.
Application of this test
determined if the responses from the two populations differed

at the 0.05 level of statistical significance
(951 confidence
level)
For each question where the populations differed at
the 0.05 level of statistical significance, the results were
then checked to see if the responses showed a meaningful
difference
Table
3
contains the results of the Chi-square test for
the two populations'
response to each question.
At the 0.05
level of statistical significance the two populations differed

on only two of the attitudinal questions,
the demographic questions,
15
3
and
7,
and two of
and 16.
The findings of the data from the attitudinal questions
show that the two populations were statistically alike 83%

of the time.
It is
interesting to note the similarity of the

2.
average responses of the two populations as shown in Table

PMTC had an average percentage of 80.3 agree responses, and
NATC had an average percentage of 79.9 agree responses.

On the disagree responses PMTC had an average percentage of
14.1, and NATC had an average percentage of 15.8.
These
results show that both populations had
good awareness and
acceptance of the concepts of basic human needs.

Table
3
indicates that the two populations differed at the
0.05 level of statistical significance on grade level and age.
Because the two populations showed essentially the same over

28
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30
all response to the attitudinal questions, the differences
between the two populations in these two demographic areas

were not meaningful to this study.
31
APPENDIX A
QUESTIONNAIRE
This appendix contains an exact copy of the letter of
introduction and questionnaire that was sent to 561 individuals

at the Pacific Missile Test Center, Point Mugu, California and
the Naval Air Test Center, Patuxent River, Maryland
32
NAVAL POSTGRADUATE SCHOOL

MONTEREY, CALIFORNIA
-
93940
in
reply refer to
Code 55 0001-2
To Questionnaire Recipient:
This questionnaire has been sent to you in order to gather research data for a study on attitudes of employees located at a NAVAIR SYSCOM Field Activity. This study is part of a project being conducted through the Naval Postgraduate School, Monterey, California. The data is being analyzed by a member of the Naval Aviation Executive Institute Program located at Point Mugu, California.
Your answers will provide valuable and unique data for establishing a baseline on employee attitudes. Your personal identity and individual response will not be divulged. The questionnaires do not have to be signed. The success or failure of this research project will depend upon your response.
v
0)
00
cd CO
u
>ase enter the most appropriate answer in the box at the right
00
co
>s iH 60
c o e
H T3
> H 00
00
aj
From my personal experience I have found that the concept taught in text books which states "most employees are competent capable persons" is incorrect.
I have found that for most employees the basic satisfaction of doing their work well eliminates the need for any additional recognition.
-J
C/3
00
<c
z a
3 4
o u u
to
12
12 12
12
Generally, I feel confident of my supervisory abilities in the work situation.
Employees have a definite need for emotional and physical stimulation to continue to be productive in the work situation.
I disagree with the concept that employees will seek attention on the job, even if it be negative, rather than accept no recognition at all.
12
12
Most employees have had their basic work attitudes and personalities established prior to entering the work force.
Most employees have a definite need for daily work schedule.
a
structured
12
12 12
12
In my experience, I have found most employees are not capable of changing their work attitudes and habits to improve their work performance.
When in a supervisory role I can adjust my attitudes toward employees as required for increased work performance.
Most employees can be trusted to perform and do conscientious job when left on their own.
a
3 4
5
I feel confident of my ability to handle interpersonal relations on the job.
12
12
my experience I have not found the need for open and complete communications on the job to be as important as stated in text books.
In
34
ase enter the most appropriate answer in the box at the right
Please indicate the level of your formal education.

1. 2. 3. 4. 5.
High school / / Associate of A~rts degree or equivalent /_/ More than two years college /_/ Undergraduate degree /_/ Graduate degree /_/ Please state whether graduate degree is at the masters or Ph.D. level
How long have you been in government service?

1. 2. 3. 4. 5.
One year or less /_/ Two or three years /_/ Four or Five years /_/ Six to ten years /_/ More than ten years /_/
What is your Rank or Grade level?
What is your age?

1. 2. 3. 4. 5.
Twenty- four or under /_/ Twenty- five to twenty-nine Thirty to thirty-nine /_/ Forty to forty-nine /_/ Over Forty-nine / /
/_/
35
APPENDIX B
CHI-SQUARE CALCULATIONS
The Chi-square values shown in table
2
3
were calculated as follows
*
where
0.
.
C C
i=l
co
i.iE.
i-i
j=l
= observed number of responses assigned to the i
row of
the
column.
= number of resposes expected to be assigned to the i
.th
J
E.
row
of the
column.
,
The expected values for each cell (E.
.)
were found by multiplying the
column total times the row total, for each cell in the contingency table
and dividing this product by the total number of responses. The values of OC
2
resulting from the formula are distributed approximately
as chi-square with df= (r-l)(k-l), where r = the number of rows and k = the
number of columns in the contingency table.
36
APPENDIX
Population Histograms
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APPENDIX D
Historical Data Bank
Statistical data bank is contained in this appendix for
both populations.
Populations are identified by the last

The integer i, corresponds with Pacific
2,
integer of each line.
Missile Test Center, and the integer

Naval Air Test Center.
corresponds with
69
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BIBLIOGRAPHY
Berne, E., The Structure and Dynamics of Organizations and Groups J. IT Lippincott Company, New York, 1963
,
Berne, E., Games People Play p. 13-15, 29-30, and 58, Grove Press, Inc., New York, 1964.
,
Berne, E., What Do You Do After You Say Hello ?, p. 11-21, Grove Press Inc. New York, 1972
,
Drucker, P. F., Management: Tasks, Responsibilities, Practices p. 24^ 181, 200-202, 456, and 520-523, Harper Row, Publishers, New York, 1973.
,
Harris, T.A. I'm O.K. - You're O.K. Inc. New York Row Publishers
,
, ,
,
,
,
p.
33-37, 1967.
74-77, Harper
Holloway, H. W. and Holloway, M. M. Change Now! p. 16-22, Midwest Institute For Human Understanding, Medina, Ohio,
,
1973.
Isacc, S., and Michael, W. B., Handbook in Research and Evaluation p. 58, Edits Publishers San Diego, 1971
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James, M. and Jongeward, D., Born To Win p. 1-3, 56-59, and 265, Addison-Wesley Publishing Company, Menlo Park, California, 1971.
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Kress, G., The Business Research Process tions, Fort Collins, Colorado, 1974.
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Candid Publica-
Maslow, A. H. Motivation and Personality 2nd Ed., p. xii, 35-58, Harper $ Rox, Publishers, Inc., New York, 1970.
,
Nie, N. H., Statistical Package For The Social Sciences 2nd Ed., McGraw-Hill Book Company, New York, 1970.
73
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Thesis Buckner B832 c.l A study on the effectiveness of transactional analysis for improving organizational performance.
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A STUDY On The EFFECTIVENES of TA Improving Organizational Performance Tez Master 76

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A STUDY ON THE EFFECTIVENESS OF TRANSACTIONAL ANALYSIS FOR IMPROVING ORGANIZATIONAL PERFORMANCE

AVAL POSTGRADUATE SCHOOL

IMPROVING ORGANIZATIONAL PERFORMANCE

for public release; distribution unlimited.

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A STUDY ON THE EFFECTIVENESS OF TRANSACTIONAL ANALYSIS FOR IMPROVING ORGANIZATIONAL PERFORMANCE

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EDITION OF NOV 6 S/N 102-014- 640 I

Abstract #20 (cont'd)

A STUDY ON THE EFFECTIVENESS OF TRANSACTIONAL ANALYSIS FOR IMPROVING ORGANIZATIONAL PERFORMANCE

Submitted in partial fulfillment of the requirements for the degree of

MASTER OF SCIENCE IN MANAGEMENT

NAVAL POSTGRADUATE SCHOOL

JUULEY KNOX LIBR

and one that had taken conventional training.

were administered to the two populations.

difference between the two.

OBJECTIVE AND SCOPE OF THIS STUDY

A DESCRIPTION OF TRANSACTIONAL ANALYSIS AND THE COMPARED TRAINING PROGRAMS

THE QUESTIONS AND THEIR RESULTS.

DESCRIPTION OF THE QUESTIONNAIRE

RESPONSES TO DEMOGRAPHIC QUESTIONS

HISTORICAL DATA BANK

Organizations are concerned with improving performance

Empirical evidence supports the theory that

awareness of basic human needs by management can improve

performance of the organization (Maslow, 1970)

statement by Maslow, "When we talk about the needs of human

then, must be concerned with basic human needs in order to

system of describing and analyzing human behavior has proven

Management cannot wait until

scientists and scholars have completed their work in this

Management must try to make the organization perform

today (Drucker, 1973).

been developed in recent years

This new system for explain-

ing human behavior is called "Transactional Analysis" and was

developed by the late Dr. Eric Berne.

OBJECTIVE AND SCOPE OF THIS STUDY

Supervisory and personnel training utilizing both

techniques have been given to employees in the Department of

The study was conducted by use of a

survey to determine whether Transactional Analysis, as used