22575818 johari window
TRANSCRIPT
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A simple and usefultool for:-
understanding self
personaldevelopment
improvingcommunications
interpersonalrelationships in group
team development
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A JoHari window is created by Joseph Luft
and Harry Inghamof the University of CaliforniaWestern Training Laboratory in 1955 in the
United States.
These American psychologists
Joseph Luft and Harry Ingham called it 'JoHari'
after combining their first names, Joe andHarry.
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It is also referred
to a disclosure/
feedback modelof self
awareness or
'information
processing tool'.
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The two key ideas behind the tool:
That individuals can build trust betweenthemselves by disclosing information about
themselves; and
That they can learn about themselves andcome to terms with personal issues with thehelp of feedback from others.
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The model employs a four part figure
to reflect the interactions of twosources of information- self & others
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Based on a four
square grid like a
window with four panes which
represent the
location of ideas,information,
feelings, views,
skills, etc. about aperson in relation to
others from 4
perspective.
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The JoHari Window 'panes'
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A four paned "window," also known as
region or area or quadrants.It divides personal awareness into fourdifferent types, as represented by its fourquadrants:
Open
Hidden
BlindUnknown.
.
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The four panes of the window are as follows:
Area I open area, open self, free area,freeself.
Area II known as blind area, blind self.
Area III is called the faade, hidden area,h
idden
self, avoid
ed ar
ea, avoid
ed
self.
Area IV the is unknown area or unknownself
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The lines dividing the four panes are
like window shades. The JoHari
window panes are interdependent.Changing the size to one pane forces
the size of corresponding panes
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OPENWINDOW
INFORMATION
THAT IS KNOWNOR SHARED BY
ALL PARTIES
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The first pane, the "Arena," contains things
that I know about myselfand about
which the group knows.
The Arena increases in size as the level of
trust increases between individuals or
between an individual and the group.
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Also known as area
offree activity
This space is free
where goodcommunication &
cooperation occurs,
free from distractions,
mistrust, confusion,
conflict &
misunderstanding.
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The Open Persona
Someone with an open persona is both
very self-aware (with a small blind self)
and is quite happy to expose their self to
others (a small private self). They are so
comfortable with themselves they are not
ashamed or troubled with the notion of
other people seeing themselves that theyreally are.
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It can be referredto as ignorance
about oneself.
Also includesinformation that
others are
deliberately
withholding fromthe person.
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The Nave Persona
The Naive person has a large Blind Selfthat others can see. They thus may make
significant social gaffes and not even
realize what they have done or how others
see them.
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Pane three, the "Facade" or "Hidden
Area," contains information that I know
about myselfbut the group does notknow. It may because of fear that if the
group knows those feelings, perceptions,
and opinions they might reject, attack, orhurt him.
Most people fear judgment, vulnerability &
social acceptance and therefore hold back
hidden information and feelings, etc.
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The Secret Persona
When a person has a large Private Self,they may appear distant and secretive to
others. They talk little about themselves
and may spend a significant amount of
time ensconced in their own private world.
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The fourth and last pane, the "Unknown,"
contains things that neither I nor the
group knows about me.
This unknown area represents early
childhood memories, latent potentialities,
and unrecognized resources.
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A natural ability oraptitude that aperson doesn'trealise they
possess.A fear or aversionthat a person doesnot know they
have.An unknownillness.
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The Mysterious Persona
These people are a mystery to themselves
as well as to other people. They act instrange ways and do not notice it. They
may be very solitary, yet not introverted.
As the Mysterious Persona knows
relatively little about themselves.
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Open window is small suggests muchinformation is kept hidden or is unknown andpeople are often blind to information that others
have.For open & productive communication reducethe size of hidden & blind windows,
size of unknown window automatically
decreases.It is a aim of every team to devlop this area aswhen we work in this area with others we aremost effective & productive.
The process the open and candid expression offeelings and factual knowledge has been calledby Luft and Ingham the Exposure process
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The extent ofdisclosure is
always onindividuals owndiscretion.
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You seek
information
from others
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. One can reduced the size of the Blind Spot or
Facade panes through giving and soliciting
feedback increases the size of the Free pane.
The open area can be increased through the
process ofdisclosure which reduces the
hidden area.
The unknown area can be decreased by
others observation (increases the blind area),
by selfdiscovery( increases the hidden area)& also through group discussions &
experiences.
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SelfDisclosure
Self-disclosure is seen as a useful strategy
for sharing information with others.B
ysharing information, we become more
intimate with other people and our
interpersonal relationship is strengthened.
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RisksOne risk is that the person will not respond
favorably to the information.
Self-disclosure does not automatically lead to
favorable impressions.
Another risk is that the other person will gainpower in the relationship because of the
information they possess.
Finally, too much self-disclosure or self-disclosure that comes too early in a relationship
can damage the relationship.
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TIPS
Dont be rash in your self-disclosure.
Disclosing harmless items buildstrust. However, disclosing information
which could damage peoples respect
for you can put you in a position of weakness.
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Feedback
Feedback is communication to a person orgroup providing information as to how their
behavior is affecting or influencing you
(giving feedback).
It may also be a reaction by others as to
how your behavior is affecting orinfluencing them (receiving feedback).
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Be careful in the way you givefeedback. Some cultures have a very
open and accepting approach tofeedback. Others dont. You cancause incredible offence if you offer
personal feedback to someone whosnot used to it. Be sensitive, and startgradually.
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Research suggests that exposure to and use of
feedback instruments can improve performance
(knowledge of performance criteriahelps individual set goals
and modify behavior.)
Feedback can
help to clarify
criteria
and be ofassistance in
setting individual
goals.
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Some Thoughts on feedbackSome Thoughts on feedback
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Is specific ratherthan global.
You were late in
completing your part ofthe work on the ABC
and XYZ case
analyses.
NOT
You are constantly late
Effective Feedback
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Effective Feedback
Describesthe behavior
notthe
personYou interrupt me when I am
speaking
NOT
You are really rude
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When you were late with your partof the work on the ABC case, it
held up the rest of the group as
your part was very important
NOT
Y
ou are lazy.
Effective Feedbac
Links behavior andconsequences
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Effective
Feedback
Allows for
reactions from theperson receiving it
BUT is best
heard
non-defensively,
asking for further
information andclarification rather
than providing
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Im concerned with what you
have told me. Can you provide
more specifics about the
situation?
NOT
I dont do things that way. Youre
wrong!
Im not sure that I am aware of
having done this. Have others
observed this as well?NOT
Everyone else in the group has
done the same thing!
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I have observed that you respond whenever the professor asks a
question.
NOT
Some of us feel that you dont let others talk in class
Effective Feedback
Is owned by the person giving it; using Istatements, not we statements
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Let me make sure that I understand
what you are telling me.
Im not sure that I understand. Will yousay it differently?
andId like to be sure that we both have the
same idea. What is it that you have heardme say?
Im concerned that I may not have made
myself clear. Can you help me by telling
me what ou heard?
Let me make sure that I understand
what you are telling me.
Im not sure that I understand. Will yousay it differently?
andId like to be sure that we both have the
same idea. What is it that you have heardme say?
Im concerned that I may not have made
myself clear. Can you help me by telling
me what ou heard?
Effective Feedback Has both parties check for
mutual understanding.
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Effective Feedback
Is informative anddevelopmental rather
than punitiveYou have not done any financial
analyses.Perhaps I can help you
with the next one.
NOT
If you dont do the next financial
analysis you are out of the group!!
Eff ti F db k
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Effective Feedback
In a private space where there are no interruptions
NOT
On the phone
In a busy office
In a bar
Is given in a time and placeappropriate to the task
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Nohari window
A Nohariwindowis the inversion of
the Johari window, and is a collection
of negative personality traits insteadof positive.Devloped by KEVAN
DAVIS, Freelance Web Developer.
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able accepting adaptable bold brave
calm caring cheerful clever complex
confident dependable dignified energetic extroverted
friendly giving happy helpful idealisticindependent ingenious intelligent introverted kindknowledgeable
logical loving mature modestNervous observant organised patient powerful
Proud quiet self-assertive relaxed religious
responsive searching reflectiveself-conscious
sensiblesentimental shy silly spontaneous sympathetic
tense trustworthy warm Wise witty
incompetent intolerant inflexible timid cowardly
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incompetent intolerant inflexible timid cowardly
violent aloof glum stupid simple
insecure irreponsibles vulgar lethargic withdrawn
hostile selfish unhappy unhelpful cynical
needy unimaginative inane brash cruel
ignorant irrational distant childish boastful
blase imperceptive chaotic impatient weak
embarrassed loud vacuous panicky unethical
insensitive self-satisfied passive smug rash
dispassionate overdramatic dull predictable callous
inattentive unreliable cold foolish humourless
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JOHARI WINDOW QUESTIONS 1. I am open and candid in my dealings with others, as opposed to being closed,
cautious, and under wraps in my relationships.
2. I hear, respect, and accept the comments and reactions of others, as opposedto responding defensively, dismissing them as of little value, or turning a deaf ear on theirobservations.
3. I specifically test for agreement and commitment to joint or team decisions, asopposed to assuming that all are committed if no one openly
disagrees.
4. I readily admit to confusion or lack of knowledge when I feel that I have littleinformation about the topic under discussion as opposed to trying to
bluff, feigning understanding, or insisting that my opinions are right.
5. I show my concern that others know where I stand on relevant issues, asopposed to being basically indifferent to others knowledge of me or just unrevealing inmy comments.
6. I take the initiative in getting feedback from other members, as opposed towaiting passively for others to offer their comments of their own accord.
7. I "level" with others and describe how I feel about what they do and how theydo it, as opposed to covering up, taking tolerance or denying any reaction.
8. My comments are relevant, and pertinent to the real issues at hand in
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y pthe team, as opposed to being "frothy" and off-target or attempts at camouflage.
9. I try to understand how others are feelings and work hard at gettinginformation from them, which will help me do this, as opposed toappearing indifferent, showing superficial concern or being basically insensitive.
10. I value and encourage reactions equally from others, as opposed tobeing selective in my quest for feedback or treating some contributions as inferior.
11. I am openly affectionate toward others when I feel I like them, asopposed to being inhibited, restrained, or acting embarrassed.
12. I help others participate and work to support and draw everyone into agroup discussion, as opposed to fending only for myself and leavingparticipation up to each individual.
13. I take risks with others and expose highly personal information, bothemotional and intellectual, when it is pertinent, as opposed to playing it safe,
as if I don't trust others.
14. I welcome and appreciate other's attempts to help me, no matter howcritical or direct their feedback, as oppose to acting hurt, sulking,indifferent, or rejecting them outright.
15. I openly try to influence an individual or a group, as opposed to beingi l ti
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manipulative.
16. I press for additional information when I am angered by them, as opposed toacting unaffected, restrained, or over controlled.
17. I am openly hostile towards others when I am angered by them, as opposed toacting unaffected, restrained, or over controlled.
18. I encourage collaboration on problems and solicit others definitions andsolutions on mutual problems, as opposed to insisting on mechanical decision rules ortrying to railroad my own judgments through.
19. I am spontaneous and say what I think no matter how "far out" it may seem, as
opposed to monitoring my contributions so that they are in line with prevailingthrough or more acceptable to others.
20. I give support to others who are on the spot and struggling to expressthemselves intelligently and emotionally, as opposed to letting them flounder or trying tomove on without them.
A
DD YOUR
R
ESPONSEST
O QUEST
IONS: 2, 3, 6, 9, 10, 12, 14, 16, 18, and 2O.
FEEDBACK TOTAL:
ADD YOURRESPONSES TO QUESTIONS: 1, 4, 5, 7, 8, 11, 13, 15, 17, and l9.
EXPOSURE TOTAL:
SCALE VALUE
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10 EXTREMELY CHARACTERISTIC
I do this consistently
9 VERY CHARACTERISTICI do this nearly all the time
8 QUITE CHARACTERISTICI do this most of the time
7 PRETTY CHARACTERISTIC
I do this a good deal of the time
6 FAIRLY CHARACTERISTIC
I do this frequently
5 SOMEWHAT CHARACTERISTIC
I do this on occasion
4 FAIRLY UNCHARACTERISTIC
I seldom do this
3 PRETTY UNCHARACTERISTICI hardly ever do this
2 QUITE UNCHARACTERISTICI almost never do this
1 EXTREMELY UNCHARACTERISTICI never do this
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