IMD07101
Introduction to Human Computer Interaction
Welcome!
Communication Workshop:
“Interacting With Others”
Workshop Facilitator : Dr Rosie Doyle
General Learning Outcomes
Understand communication as a dynamic / transactional
process – and the implications of this perspective
Learn a model to analyse the dynamic of communication
( Berne’s Transactional Analysis).
Identify your personal communication style/s – general
tendencies and in specific situations.
Understand how communication dynamics affect your
success in teamworking situations.
Develop personal strategies to improve your communication
skills, and develop your versatility.
Contribution to the module:
 Communication in user-centred design
 Group assignment – constructive group work
and reflective assessment
 Career and professional development – relevant
personal skills:
Teamworking
Communication
Self awareness and identity – strengths & areas for
change
PDP
Do you ever find yourself?
• Experiencing great difficulty in understanding some people
• Being surprised at someone’s reaction to something you said or
did
• Experiencing same pattern of behaviour in specific relationships
and
• Feeling misunderstood or not heard
• Thinking we said something we didn’t
• Thinking we didn’t say something we did
• Seeing things from our own perspective, rather than that of
others
• Not realising the effect, or outcome, of our words and behaviour
on others
Adler, H. (2002) Handbook of NLP
Individual Activity
In your workbooks, write down 2 examples of challenging 1:1
relationships (that you would be happy to share with others!)

It may help to think of a time when:

You felt frustrated?

You felt de-motivated?
 Think about what the other person says or does?

We will come back to this
Communication Tool:
TA - Transactional Analysis (TA)
Eric Berne
Berne E. “Games People Play “ 1964
Harris T “I'm OK You're OK” 1976
TRANSACTIONAL ANALYSIS
Ego States
P
PARENT
A
ADULT
C
CHILD
TRANSACTIONAL ANALYSIS: Ego States
Nurturing
P
Critical
A
Free
C
Adapted
Caring
Nurturing
Spoiling
P
Structuring
Critical
Controlling
A
Spontaneous
Free
Immature
C
Co-operative
Adapted
Resistant
Taught/Ought
Thought
Felt
P
Responsibility for
others
A
Responsibility for
self
C
No sense of
responsibility
How People can relate?
The EGO States for Transactional Analysis
Parent
Critical
Nurturing
Adult
Critical, Disciplining, Restricting
Helpful, Caring, Loving
Concentrate on facts, not feelings, calm
Independent of age – Mature and deliberating
Impulsive, Instinctive, Undisciplined, Demanding
Adapted
Free
Child
Influence of Upbringing, “Does as it is told” – Guilt,
Rebellion, Obedience and Compromises
Taken from Eric Berne’s Original Transactional Analysis work
Types of Words Used!
Parent
Critical
“Don’t touch that”, “Leave it to me”
Nurturing
“Don’t be afraid”, “I’ll help you”
Adult
Adapted
Free
Child
“What do you think?”, “What are the choices?”
“Wow”, “Let’s Play”, “It’s mine”
“I must because he says so”, “You always try to make
me do that”
Taken from Eric Berne’s Original Transactional Analysis work
Parent, Adult or Child?
Jonathan Ross
Gordon Brown
Anne Robinson
James Bond
Ant and Dec
Nigella Lawson
Group Activity
• Rotate through three flipcharts and describe each ego
state under the following headings
CHILD
• Words
• Tone
• Body Language
PARENT
ADULT
Observing Group Behaviours ….
2 observers per group.
Watch group activity and note any
good examples of child/adult/parent
interaction on the ‘observation sheet’.
Rest of group – ignore observers!
Your Challenge
• Use the paper to make a “flying machine”
• Winner is one that flies furthest
• You have _5__ minutes!
How does it work?
•When we communicate we are doing so from one of our ego states
•Our feelings at the time determine which one we use, and at any time something can trigger a shift
from one state to another.
•Effective transactions or communication is to and from the same ego state
•Complementary transactions can be between opposite states
•Ineffective communication can come from a cross over from ego state to ego state
YOU
OTHER
P
P
Parent
A
A
Adult
C
C
Child
P
A
C
P
A
C
P
A
C
P
A
C
P
A
C
P
A
C
Go back to your 2 challenging
relationships …
Choose the most problematic of these
relationships
In pairs, take it in turns to discuss the insights TA
can offer you into the communication dynamic of
this relationship
Note any actions that may help you improve the
communication dynamic of the relationship (i.e.
changes to your words/tone/body language)
Group Activity
1. You get some critical peer feedback on your project proposal
2. You get some critical feedback from your tutor on your project
proposal
3. Someone pushes in in front of you in a queue
4. Someone interrupts you whilst you are speaking
5. Your friend asks you to come out to the pub on the night before you
present a group project
For your group’s scenario:
• Write down examples of Parent, Adult and Child responses.
• How would you respond?
• Is it Parent, Adult, Child?
How To Maintain Adult to Adult
Communication
•
•
•
•
•
•
•
•
Ask open questions
Ask specific questions
Showing understanding of others feelings
Ask for a clearer explanation
Listen attentively
Admit it openly if you are mistaken
Leave open the chance of other courses of action
Check the facts
• Use the caring parent
• Combine the 3 ego’s where appropriate
What next .....?
What have you learnt and how can you use it?
1. Complete the ‘Desired Personal Outcomes’ sheet
– Booklet p17
2. Complete the TA personal profile questionnaire
(Booklet p 6)
Thank you!
Please take a minute to complete
our short
feedback form.
We value honest (ADULT!)
feedback!