johari window Ingham and Luft's Johari Window model diagrams and examples - for self-awareness, personal development,

group development and understanding relationships The Johari Window model is a simple and useful tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group. The Johari Window model can also be used to assess and improve a group's relationship with other groups. The Johari Window model was devised by American psychologists Joseph Luft and Harry Ingham in 1955, while researching group dynamics at the University of California Los Angeles. The model was first published in the Proceedings of the Western Training Laboratory in Group Development by UCLA Extension Office in 1955, and was later expanded by Joseph Luft. Today the Johari Window model is especially relevant due to modern emphasis on, and influence of, 'soft' skills, behaviour, empathy, cooperation, inter-group development and interpersonal development. The Johari Window concept is particularly helpful to understanding employee/employer relationships within the Psychological Contract. Over the years, alternative Johari Window terminology has been developed and adapted by other people - particularly leading to different descriptions of the four regions, hence the use of different terms in this explanation. Don't let it all confuse you - the Johari Window model is really very simple indeed. free johari window model diagram (pdf - landscape) free johari window model diagram (pdf - portrait) (The Johari Window diagram is also available in MSWord format from the free resources section.) Luft and Ingham called their Johari Window model 'Johari' after combining their first names, Joe and Harry. In early publications the word appears as 'JoHari'. The Johari Window soon became a widely used model for understanding and training self-awareness, personal development, improving communications, interpersonal relationships, group dynamics, team development and inter-group relationships. The Johari Window model is also referred to as a 'disclosure/feedback model of self awareness', and by some people an 'information processing tool'. The Johari Window actually represents information - feelings, experience, views, attitudes, skills, intentions, motivation, etc - within or about a person - in relation to their group, from four perspectives, which are described below. The Johari Window model can also be used to represent the same information for a group in relation to other groups. Johari Window terminology refers to 'self' and 'others': 'self' means oneself, ie, the person subject to the Johari Window analysis. 'Others' means other people in the person's group or team. N.B. When the Johari Window model is used to assess and develop groups in relation to other groups, the 'self' would be the group, and 'others' would be other groups. However, for ease of explanation and understanding of the Johari Window and examples in this article, think of the model applying to an individual within a group, rather than a group relating to other groups. The four Johari Window perspectives are called 'regions' or 'areas' or 'quadrants'. Each of these regions contains and represents the information - feelings, motivation, etc - known about the person, in terms of whether the information is known or unknown by the person, and whether the information is known or unknown by others in the group. The Johari Window's four regions, (areas, quadrants, or perspectives) are as follows, showing the quadrant numbers and commonly used names: johari window four regions 1. what is known by the person about him/herself and is also known by others - open area, open self, free area, free self, or 'the arena' 2. what is unknown by the person about him/herself but which others know - blind area, blind self, or 'blindspot' 3. what the person knows about him/herself that others do not know - hidden area, hidden self, avoided area, avoided self or 'facade' 4. what is unknown by the person about him/herself and is also unknown by others - unknown area or unknown self 1

johari window four regions - model diagram Like some other behavioural models (eg, Tuckman, Hersey/Blanchard), the Johari Window is based on a four-square grid - the Johari Window is like a window with four 'panes'. Here's how the Johari Window is normally shown, with its four regions.

This is the standard representation of the Johari Window model, showing each quadrant the same size. The Johari Window 'panes' can be changed in size to reflect the relevant proportions of each type of 'knowledge' of/about a particular person in a given group or team situation. In new groups or teams the open free space for any team member is small (see the Johari Window new team member example below) because shared awareness is relatively small. As the team member becomes better established and known, so the size of the team member's open free area quadrant increases.See the Johari Window established team member example below.

johari window model - explanation of the four regions Refer to the free detailed Johari Window model diagram in the free resources section - print a copy and it will help you to understand what follows. johari quadrant 1 - 'open self/area' or 'free area' or 'public area', or 'arena' Johari region 1 is also known as the 'area of free activity'. This is the information about the person - behaviour, attitude, feelings, emotion, knowledge, experience, skills, views, etc - known by the person ('the self') and known by the group ('others'). The aim in any group should always be to develop the 'open area' for every person, because when we work in this area with others we are at our most effective and productive, and the group is at its most productive too. The open free area, or 'the arena', can be seen as the space where good communications and cooperation occur, free from distractions, mistrust, confusion, conflict and misunderstanding. Established team members logically tend to have larger open areas than new team members. New team members start with relatively small open areas because relatively little knowledge about the new team member is shared. The size of the open area can be expanded horizontally into the blind space, by seeking and actively listening to feedback from other group members. This process is known as 'feedback solicitation'. Also, other group members can help a team member expand their open area by offering feedback, sensitively of course. The size of the open area can also be expanded vertically downwards into the hidden or avoided space by the person's disclosure of information, feelings, etc about him/herself to the group and group members. Also, group members can help a person expand their open area into the hidden area by asking the person about him/herself. Managers and team leaders can play an important role in facilitating feedback and disclosure among group members, and in directly giving feedback to individuals about their own blind areas. Leaders also have a big responsibility to promote a culture and expectation for open, honest, positive, helpful, constructive, sensitive communications, and the sharing of knowledge throughout their organization. Top performing groups, departments, companies and organizations always tend to have a culture of open positive communication, so encouraging the positive development of the 'open area' or 'open self' for everyone is a simple yet fundamental aspect of effective leadership. 2

johari quadrant 2 - 'blind self' or 'blind area' or 'blindspot' Johari region 2 is what is known about a person by others in the group, but is unknown by the person him/herself. By seeking or soliciting feedback from others, the aim should be to reduce this area and thereby to increase the open area (see the Johari Window diagram below), ie, to increase self-awareness. This blind area is not an effective or productive space for individuals or groups. This blind area could also be referred to as ignorance about oneself, or issues in which one is deluded. A blind area could also include issues that others are deliberately withholding from a person. We all know how difficult it is to work well when kept in the dark. No-one works well when subject to 'mushroom management'. People who are 'thick-skinned' tend to have a large 'blind area'. Group members and managers can take some responsibility for helping an individual to reduce their blind area - in turn increasing the open area - by giving sensitive feedback and encouraging disclosure. Managers should promote a climate of non-judgemental feedback, and group response to individual disclosure, which reduces fear and therefore encourages both processes to happen. The extent to which an individual seeks feedback, and the issues on which feedback is sought, must always be at the individual's own discretion. Some people are more resilient than others care needs to be taken to avoid causing emotional upset. The process of soliciting serious and deep feedback relates to the process of 'self-actualization' described inMaslow's Hierarchy of Needs development and motivation model. johari quadrant 3 - 'hidden self' or 'hidden area' or 'avoided self/area' or 'facade' Johari region 3 is what is known to ourselves but kept hidden from, and therefore unknown, to others. This hidden or avoided self represents information, feelings, etc, anything that a person knows about him/self, but which is not revealed or is kept hidden from others. The hidden area could also include sensitivities, fears, hidden agendas, manipulative intentions, secrets - anything that a person knows but does not reveal, for whatever reason. It's natural for very personal and private information and feelings to remain hidden, indeed, certain information, feelings and experiences have no bearing on work, and so can and should remain hidden. However, typically, a lot of hidden information is not very personal, it is work- or performance-related, and so is better positioned in the open area. Relevant hidden information and feelings, etc, should be moved into the open area through the process of 'disclosure'. The aim should be to disclose and expose relevant information and feelings - hence the Johari Window terminology 'self-disclosure' and 'exposure process', thereby increasing the open area. By telling others how we feel and other information about ourselves we reduce the hidden area, and increase the open area, which enables better understanding, cooperation, trust, team-working effectiveness and productivity. Reducing hidden areas also reduces the potential for confusion, misunderstanding, poor communication, etc, which all distract from and undermine team effectiveness. Organizational culture and working atmosphere have a major influence on group members' preparedness to disclose their hidden selves. Most people fear judgement or vulnerability and therefore hold back hidden information and feelings, etc, that if moved into the open area, ie known by the group as well, would enhance mutual understanding, and thereby improve group awareness, enabling better individual performance and group effectiveness. The extent to which an individual discloses personal feelings and information, and the issues which are disclosed, and to whom, must always be at the individual's own discretion. Some people are more keen and able than others to disclose. People should disclose at a pace and depth that they find personally comfortable. As with feedback, some people are more resilient than others - care needs to be taken to avoid causing emotional upset. Also as with soliciting feedback, the process of serious disclosure relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needsdevelopment and motivation model. johari quadrant 4 - 'unknown self' or 'area of unknown activity' or 'unknown area' Johari region 4 contains information, feelings, latent abilities, aptitudes, experiences etc, that are unknown to the person him/herself and unknownto others in the group. These unknown issues take a variety of forms: they can be feelings, behaviours, attitudes, capabilities, aptitudes, which can be quite close to the surface, and which can be positive and useful, or they can be deeper aspects of a person's personality, influencing his/her behaviour to various degrees. Large unknown areas would typically be expected in younger people, and people who lack experience or self-belief. Examples of unknown factors are as follows, and the first example is particularly relevant and common, especially in typical organizations and teams:

an ability that is under-estimated or un-tried through lack of opportunity, encouragement, confidence or training

a natural ability or aptitude that a person doesn't realise they possess a fear or aversion that a person does not know they have an unknown illness repressed or subconscious feelings conditioned behaviour or attitudes from childhood

The processes by which this information and knowledge can be uncovered are various, and can be prompted through self-discovery or observation by others, or in certain situations through collective or mutual discovery, of the sort of discovery experienced on outward bound courses or other deep or intensive group work. Counselling can also uncover unknown issues, but this would then be known to the person and by one other, rather than by a group. Whether unknown 'discovered' knowledge moves into the hidden, blind or open area depends on who discovers it and what they do with the knowledge, notably whether it is then given as feedback, or disclosed. As with the processes of soliciting feedback and disclosure, striving to discover information and feelings in the unknown is relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needs development and motivation model. Again as with disclosure and soliciting feedback, the process of self discovery is a sensitive one. The extent and depth to which an individual is able to seek out discover their unknown feelings must always be at the individual's own discretion. Some people are more keen and able than others to do this. Uncovering 'hidden talents' - that is unknown aptitudes and skills, not to be confused with developing the Johari 'hidden area' - is another aspect of developing the unknown area, and is not so sensitive as unknown feelings. Providing people with the opportunity to try new things, with no great pressure to succeed, is often a useful way to discover unknown abilities, and thereby reduce the unknown area. Managers and leaders can help by creating an environment that encourages self-discovery, and to promote the processes of self discovery, constructive observation and feedback among team members. It is a widely accepted industrial fact that the majority of staff in any organization are at any time working well within their potential. Creating a culture, climate and expectation for self-discovery helps people to fulfil more of their potential and thereby to achieve more, and to contribute more to organizational performance. A note of caution about Johari region 4: The unknown area could also include repressed or subconscious feelings rooted in formative events and traumatic past experiences, which can stay unknown for a lifetime. In a work or organizational context the Johari Window should not be used to address issues of a clinical nature. Useful references are Arthur Janov's seminal book The Primal Scream (read about the book here), andTransactional Analysis. johari window example - increasing open area through feedback solicitation

This Johari Window model diagram is an example of increasing the open area , by reduction of the blind area, which would normally be achieved through the process of asking for and then receiving feedback. Feedback develops the open area by reducing the blind area. The open area can also be developed through the process of disclosure, which reduces the hidden area. The unknown area can be reduced in different ways: by others' observation (which increases the blind area); by self-discovery (which increases the hidden area), or by mutual enlightenment - typically via group experiences and discussion - which increases the open area as the unknown area reduces.

A team which understands itself - that is, each person having a strong mutual understanding with the team - is far more effective than a team which does not understand each other- that is, whose members have large hidden, blind, and/or unknown areas. Team members - and leaders - should always be striving to increase their open free areas, and to reduce their blind, hidden and unknown areas. A person represented by the Johari Window example below will not perform to their best potential, and the team will fail to make full use of the team's potential and the person's potential too. Effort should generally be made by the person to increase his/her open free area, by disclosing information about his/her feelings, experience, views, motivation, etc, which will reduce the size of the hidden area, and increase the open free area. Seeking feedback about the blind area will reduce the blind area, and will increase the open free area. Discovery through sensitive communications, active listening and experience, will reduce the unknown area, transferring in part to the blind, hidden areas, depending on who knows what, or better still if known by the person and others, to the open free area. johari window model - example for new team member or member within a new team

This Johari Window model diagram is an example of a member of a new team or a person who is new to an existing team. The open free region is small because others know little about the new person. Similarly the blind area is small because others know little about the new person. The hidden or avoided issues and feelings are a relatively large area. In this particular example the unknown area is the largest, which might be because the person is young, or lacking in self-knowledge or belief.

johari window example - established team member example

This Johari Window model diagram is an example of an established member of a team. The open free region is large because others know a lot about the person that the person also knows. Through the processes of disclosure and receiving feedback the open area has expanded and at the same time reduced the sizes of the hidden, blind and unknown areas.

It's helpful to compare the Johari Window model to other four-quadrant behavioural models, notably Bruce Tuckman's Forming, Storming Norming Performing team development model; also to a lesser but nonetheless interesting extent, The Hersey-Blanchard Situational Leadership team development and management styles model (See both here). The common principle is that as the team matures and communications improve, so performance improves too, as less energy is spent on internal issues and clarifying understanding, and more effort is devoted to external aims and productive output. The Johari Window model also relates to emotional intelligence theory (EQ), and one's awareness and development of emotional intelligence. As already stated, the Johari Window relates also to Transactional Analysis (notably understanding deeper aspects of the 'unknown' area, region 4). The Johari Window processes of serious feedback solicitation, disclosure, and striving to uncover one's unknown area relate to Maslow's 'self-actualization' ideas contained in the Hierarchy of Needs. There are several exercises and activities for Johari Window awareness development among teams featured on the team building games section, for example the ring tones activity. exploring more ideas for using ingham and luft's johari window model in training, learning and development The examples of exercises using the Johari Window theory on this website which might begin to open possibilities for you. The Johari Window obviously model provides useful background rationale and justification for most things that you might think to do with people relating to developing mutual and self-awareness, all of which links strongly to team effectiveness and harmony. There are many ways to use the Johari model in learning and development - much as using any other theory such as Maslow's, Tuckman's, TA, NLP, etc. It very much depends on what you want to achieve, rather than approaching the subject from 'what are all the possible uses?' which would be a major investigation. This being the case, it might help you to ask yourself first what you want to achieve in your training and development activities? And what are your intended outputs and how will you measure that they have been achieved? And then think about how the Johari Window theory and principles can be used to assist this. Researching academic papers (most typically published on university and learning institutions websites) written about theories such as Johari is a fertile method of exploring possibilities for concepts and models like Johari. This approach tends to improve your in-depth understanding, instead of simply using specific interpretations or applications 'off-the6

shelf', which in themselves might provide good ideas for a one-off session, but don't help you much with understanding how to use the thinking at a deeper level. Also explore the original work of Ingham and Luft, and reviews of same, relating to the development and applications of the model. Johari is a very elegant and potent model, and as with other powerful ideas, simply helping people to understand is the most effective way to optimise the value to people. Explaining the meaning of the Johari Window theory to people, so they can really properly understand it in their own terms, then empowers people to use the thinking in their own way, and to incorporate the underlying principles into their future thinking and behaviour.

Relevant reading, (if you can find copies): 'Group Processes - An Introduction to Group Dynamics' by Joseph Luft, first published in 1963; and 'Of Human Interaction: The Johari Model' by Joseph Luft, first published in 1969. In the books Joseph Luft explains that Johari is pronounced as if it were Joe and Harry, and that is '...just what the word means'. He explains also that the Johari model was developed by him and Harrington V Ingham MD in 1955 during a summer laboratory session, and that the model was published in the Proceedings of the Western Training Laboratory in Group Development for that year by the UCLA (University of California Los Angeles) Extension Office. see also

see, download and print the free detailed johari window model diagram in the free resources section (pdf landscape) free johari window model diagram (pdf - portrait) (The Johari Window diagram is also available in MSWord format from the free resources section.) the Psychological Contract - within which Johari principles of mutual awareness are crucial http://www.businessballs.com/johariwindowmodel.htm

SMALL GROUP INSTRUCTOR TRAINING COURSE (SGITC) STUDENT REFERENCE FOR CHAPTER 5: JOHARI WINDOW CHAPTER 5 THE JOHARI WINDOW: A MODEL FOR SOLICITING AND GIVING FEEDBACK13 The process of giving and receiving feedback is one of the most important concepts in training. Through the feedback process, we see ourselves as others see us. Through feedback, other people also learn how we see them. Feedback gives information to a person or group either by verbal or nonverbal communication. The information you give tells others how their behavior affects you, how you feel, and what you perceive (feedback and self-disclosure). Feedback is also a reaction by others, usually in terms of their feelings and perceptions, telling you how your behavior affects them (receiving feedback).

A model known as the Johari Window illustrates the process of giving and receiving feedback. Psychologists Joseph Luft and Harry Ingham developed the window for their group process program. Look at the model above as a communication window through which you give and receive information about yourself and others. Look at the four panes in terms of columns and rows. The two columns represent the self; the two rows represent the group. Column one contains "things that I know about myself;" column two contains "things that I do not know about myself." The information in these rows and columns moves from one pane to another as the level of mutual trust and the exchange of feedback varies in the group. As a consequence of this movement, the size and shape of the panes within the window will vary. The first pane, the "Arena," contains things that I know about myself and about which the group knows. Characterized by free and open exchanges of information between myself and others, this behavior is public and available to everyone. The Arena increases in size as the level of trust increases between individuals or between an individual and the group. Individuals share more information, particularly personally relevant information. The second pane, the "Blind Spot," contains information that I do not know about myself but of which the group may know. As I begin to participate in the group, I am not aware of the information I communicate to the group. The people in the group learn this information from my verbal cues, mannerisms, the way I say things, or the style in which I relate to others. For instance, I may not know that I always look away from a person when I talk... or that I always clear my throat just before I say something. The group learns this from me. Pane three, the "Facade" or "Hidden Area," contains information that I know about myself but the group does not know. I keep these things hidden from them. I may fear that if the group knew my feelings, perceptions, and opinions about the group or the individuals in the group, they might reject, attack, or hurt me. As a consequence, I withhold this information. Before taking the risk of telling the group something, I must know there are supportive elements in our group. I want group members to judge me positively when I reveal my feelings, thoughts, and reactions. I must reveal something of myself to find out how members will react. On the other hand, I may keep certain information to myself so that I can manipulate or control others. The fourth and last pane, the "Unknown," contains things that neither I nor the group knows about me. I may never become aware of material buried far below the surface in my unconscious area. The group and I may learn other material, though, through a feedback exchange among us. This unknown area represents intrapersonal dynamics, early childhood memories, latent potentialities, and unrecognized resources. The internal boundaries of this pane change depending on the amount of feedback sought and received. Knowing all about myself is extremely unlikely, and the unknown extension in the model represents the part of me that will always remain unknown (the unconscious in Freudian terms). Individual Goals Within a Group 8

In a small group, each member can work toward an individual goal as well as the group's goal. For example, let's say that your goal is to decrease the size of your Blind Spot (window-pane two). In other words, you want to move the vertical line to the right in the window. The size of the Arena and Facade panes will increase as the size of the Blind Spot and Unknown panes decreases. The Blind Spot contains information the group knows about you, but you do not know. The only way you can learn this information is to seek feedback from the group. If you solicit feedback consistently and remain receptive to that feedback, the size of your Blind Spot will decrease.

Suppose you decide to reduce the Facade pane, i.e., move the horizontal line down. This window contains information you have hidden from the group. You can reduce the size of this window by telling the group or group members about your perceptions, feelings, and opinions about things in others and yourself. This feedback tells the group exactly where you stand; they no longer need to guess about the meaning of your actions. As you disclose more information about yourself, you decrease the size of your Facade pane.

The Johari window panes are interdependent. Changing the size to one pane forces the size of corresponding panes to change also. In the previous examples, when you reduced the size of the Blind Spot or Facade panes through giving and soliciting feedback, you increased the size of the Arena pane. 9

In the process of giving and asking for feedback, you may tend to do much more of one than the other. This creates an imbalance between giving and asking for feedback. This imbalance may affect your effectiveness in the group and the group members' reactions to you. The amount of feedback shared and the ratio of giving versus soliciting feedback affect the size and shape of the Arena. Study the four windows below. Each characterizes extreme ratios of soliciting and giving feedback. Think how a person described in each window might appear to you in a small group.

The Ideal Window The Ideal Window in the first example reflects a high degree of trust in the group or in any relationship significant to the person. If you are in this window, the size of your Arena increases because of your increased trust level in the group. The norms developed by your group for giving and receiving feedback facilitate this kind of exchange. The large Arena suggests that much of your behavior is open to your group members. Because of your openness, other group members do not need to interpret (or misinterpret) or project more personal meanings into your behavior. They understand your actions and words, and they know you are open to soliciting and giving feedback. You do not need a large Arena with everyone. Your casual acquaintances may see this kind of openness as threatening or inappropriate because of the relationship you have with them. The more open you are in dealing with others, the fewer games you play in relationships. The Large Facade Window - The Interviewer Window number two suggests a person who characteristically participates by asking questions but not giving information or feedback. If you are in this window, the size of your Facade relates to the amount of information you provide to others. You may respond to the group norm to maintain a reasonable level of participation by asking for information. You intervene by asking questions such as: "What do you think about this?" "How would you have acted if you were in my shoes?" "How do you feel about what I just said?" "What is your opinion of the group?" You want to know where other people stand before you commit yourself. You do not commit yourself to the group, making it difficult for them to know where you stand on issues. At some point in your group's history, other members may have confronted you with a statement similar to this one: "Hey, you are always asking me how I feel about what's going on, but you never tell me how you feel." This style, characterized as the Interviewer, may eventually evoke reactions of irritation, distrust, and withholding. The Blind Spot Window - Bull-in-the-China Shop Window number three suggests a person who characteristically participates primarily by giving feedback but soliciting very little. If you are in this window, you tell the group what you think of them, how you feel about what is going on in the group, and where you stand on group issues. You may lash out at group members or criticize the group as a whole and view your actions as being open and above board. For some reason, you either appear to be insensitive to the feedback you get or do not hear what group members tell you. Either you may be a poor listener or you may respond to feedback in such a way that group members are reluctant to continue to give you feedback. Members get angry, cry, threaten to leave. As a consequence, you do not know how you are coming across to other people or what impact you have on others. Because you do not correct your actions when you receive group feedback, you appear out of touch, evasive, or distorted. You continue to behave ineffectively because of your one-way communication (from you to others). Since you are insensitive to the groups steering function, you do not know what behaviors to change.

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The Unknown Window - The Turtle The fourth window suggests a person who characteristically participates by observing. If you are in this window, you do not know much about yourself, nor does the group know much about you. You may be the silent member in the group who neither gives nor asks for feedback. The "soliciting" and "giving feedback" arrows are very short. Group members find it difficult to know where you stand in the group or where they stand with you. You are the mystery person. You appear to have a shell around you, insulating you from other group members. If group members confront you about your lack of participation, you may respond with, "I learn more by listening." While you may find it painful to participate actively, you will learn considerably more than you would if you choose to participate passively. Your shell keeps people from getting in and you from getting out. You will expend a considerable amount of energy maintaining a closed system because of the pressure which group norms exert on your behavior. The goal of soliciting feedback and self-disclosure or giving feedback is to move information from the Blind Spot and the Facade into the Arena, where everyone accesses it. The process of giving and receiving feedback moves new information from the Unknown into the Arena. You have an "Aha" experience when you suddenly perceive a relationship between a here-and-now transaction in the group and a previous event. You gain insight and inspiration from these experiences. It takes practice to give nonthreatening feedback. You must develop sensitivity to other people's needs and be able to put yourself in another person's shoes. Be accepting of yourself and of others to make your feedback more valuable to others. THE MYERS-BRIGGS TYPE INDICATOR The MBTI is a nonjudgmental, self-report instrument that identifies a person's preferred information gathering and decision-making style. It helps people understand their own behavior and why others behave differently. It also identifies orientations that influence their energy and life style. The authors: Katherine C. Briggs and Isabel Briggs Myers developed the MBTI as a means of helping people understand themselves, make informed career choices, and survive in organizational settings. Since the early 1940's there has been a constant and systematic research and development process to improve the MBTI; expand the scope and validity of applications; and promote the constructive use of type differences. Psychological Types: Carl Jung hypothesizes that much apparently random behavior is actually quite orderly and consistent, based on the way people prefer to use their perception and judgment. Perception involves the ways of becoming aware of things, people, happenings, and ideas. Judgment involves the ways of making decisions about what has been perceived. The means of perception are sensing and intuition. The means of judgement are thinking and feeling. Further, our attitudes toward the world and others are based on a preference for extroversion or introversion. Our life styles are associated with our preference for judgment or perception. As people differ in these preferences, they correspondingly differ in their interests, motivations, perceptions, interactions, and value judgments. Likewise, they differ in the way they learn, communicate, solve problems, contribute to a team, and select a leadership style. Based on psychological type studies, the MBTI provides a constructive and objective way to examine behavior differences in groups and organizations. For example, the MBTI is used to help leaders understand subordinate behavior and apply appropriate leadership styles. It is used to select project teams with sufficient diversity to solve problems creatively and use their type differences constructively. It is used to improve communications and build teams by helping individuals understand their strengths and weaknesses. In training settings, it helps instructors understand and meet the needs of individuals with different learning styles. LEARNING STYLES The Learning-Style Inventory (LSI) identifies the way people deal with experiences in their lives. Experiences are processed differently by each individual generating varied learning results. How we process information, from identification of problems to how to resolve these problems, and what to do with the results, is largely based on our perception and application of the information. Without planning, information may be presented via one media, i.e., print, or speech. However, with an understanding of how people process information - what media enhances their learning, and what motivates them to do something with the information presented - may change how the information is presented. 11

Although a learning-style inventory provides insight into how one learns, there is no single mode that describes ones learning style. How you learn is a combination of modes and requires personal insight into the stages of the learning cycle. The Self-Scoring Inventory and Interpretation Booklet (McBer and Company), provides information on the stages of the learning cycle below. Concrete Experience (CE) This stage of the learning cycle emphasizes personal involvement with people in everyday situations. In this stage, you would tend to rely more on your feelings than on a systematic approach to problems and situations. In a learning situation, you would rely on your ability to be open-minded and adaptable to change. Reflective Observation (RO) In this stage of the learning cycle, people understand ideas and situations from different points of view. In a learning situation you would rely on patience, objectivity, and careful judgement but would not necessarily take any action. You would rely on your own thoughts and feelings in forming opinions. Abstract Conceptualization (AC) In this stage, learning involves using logic and ideas, rather than feelings, to understand problems or situations. Typically, you would rely on systematic planning and develop theories and ideas to solve problems. Active Experimentation (AE) Learning in this stage takes an active form-experimenting with influencing or changing situations. You would take a practical approach and be concerned with what really works, as opposed to simply watching a situation. You value getting things done and seeing the results of your influence and ingenuity.14 The self-scoring inventory and interpretation booklet also provides the following information on the four learningstyle types. Converger Combines learning steps of AC and AE. People with this learning style are best at finding practical uses for ideas and theories. If this is your preferred learning style, you have the ability to solve problems and make decisions based on finding solutions to questions or problems. You would rather deal with technical tasks and problems than with social and interpersonal issues. These learning skills are important for effectiveness in specialist and technology careers. Diverger Combines learning steps of CE and RO. People with this learning style are best at viewing concrete situations from many different points of view. Their approach to situations is to observe rather than take action. If this is your style, you may enjoy situations that call for generating a wide range of ideas, as in brainstorming sessions. You probably have broad cultural interests and like to gather information. This imaginative ability and sensitivity to feelings is needed for effectiveness in arts, entertainment, and service careers. Assimilator Combines learning steps of AC and RO. People with this learning style are best at understanding a wide range of information and putting it into concise, logical form. If this is your learning style, you probably are less focused on people and more interested in abstract ideas and concepts. Generally, people with this learning style find it more important that a theory have logical soundness than practical value. This learning style is important for effectiveness in information and science careers. Accommodator Combines learning steps of CE and AE. People with this learning style have the ability to learn primarily from "Ahands-on" experience. If this is your style, you probably enjoy carrying out plans and involving yourself in new and challenging experiences. Your tendency may be to act on "gut" feelings rather than on logical analysis. In solving 12

problems, you may rely more heavily on people for information than on your own technical analysis. This learning style is important for effectiveness in action-oriented careers such as marketing or sales.15 KEIRSEY TEMPERAMENTS David Keirsey states, A... people are different from each other, and that no amount of getting after them is going to change them. Nor is there any reason to change them, because the differences are probably good, not bad.16 Keirsey relates behavior to temperaments. Based on the theory of Psychological Types of Carl Jung17, consistent behavior, identifiable early in life, gives credence to the ability to predict or measure traits, categorized as temperaments. Motivation, ambition, structure, behavioral latitudes, learning capabilities and attitudes will follow patterns. The importance of these patterns is not that they are observable, but that they are different among individuals and valued precisely for that difference. The usefulness of Keirsey's temperaments is that by understanding the differences among individuals, and accepting this as being a behavioral fundamental, we can present information configured to meet the varied individual requirements. Conceptual frameworks compared to concrete specifics; visual stimuli compared to stark black and white print, free time self-study compared to mandated classroom exercises may be examples of information presented dynamically through a variety of media to meet learners' requirements.
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Chapter 5 is adapted from Group Process: An Introduction to Group Dynamics by Joseph Luft, Mayfield Publishing Co., 1984. MBTI and Myers-Briggs Type Indicator are registered trademarks of Consulting Psychologists Press, Inc.
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Learning-Style Inventory, Self-Scoring Inventory and Interpretation Booklet, McBer & Company, Training Resources Group, 116 Huntington Ave, Boston, MA 02116.
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Same as 14. Please Understand Me, David Keirsey and Marilyn Bates, Prometheus Nemesis Book Company, Del Mar, CA. Psychological Types, Carl Jung, Harcourt Brace, New York.

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Return to Table of Contents http://www.au.af.mil/au/awc/awcgate/sgitc/read5.htm

Johari Window Model: How It Can Help Project Teams written by: N Nayab edited by: Jean Scheid updated: 2/12/2011 The Johari Window is a communication model for self-awareness, personal development, group development, and understanding relationships. Read on to find out how the application of the Johari window model can help project teams.

The word Johari derives from the name of its proponents, Joseph Luft Jo and Harry Ingham Hari. These psychologists devised the Johari window theory as a foursquare grid for each person that aims to map the person characteristics, and advocate the use of disclosure, and feedback to improve the grid. The objective of the Johari window model is to promote better understanding of the each individual in a group context. Image Credit: Wikimedia Commons 13

The Window The Johari window model assigns a grid or "window" to each individual, with the four quadrants in the grid representing Open Area, Blind Spot, Hidden Area, and Unknown Area

Arena or Open Area: This quadrant represents public information about the person, known by each individual and others. This usually includes qualifications, achievements, experience, dominant personality traits, key skills such as good communication skills, and other traits. Blind Spot or Blind Area: This quadrant refers to the characteristics of the person unknown to the individual themselves, but known to others. For instance, individuals do not comprehend that their behaviors may be a deep rooted manifestation of feelings of incompetence, unworthiness, or rejection, and it usually takes a psychologist to bring these traits to the open. Similarly, a person may be unaware of innate talents and it might take an observant coach or mentor to bring the talent out in the open. Facade or Hidden Area: This quadrant represents the secret side of the person, or what the person knows and others do not know, the individual keeping such information concealed deliberately or otherwise. Individuals in groups might fail to reveal their perceptions, opinions, or viewpoints to others owing to fear of reprisal or going against group norms, or might want to keep some skills hidden for use as an element of surprise at an opportune time. Unknown Area: This quadrant represents the characteristics innate in a person, but which neither the person nor anyone else comes to realize. People with unfulfilled talent and potential, usually have many interpersonal dynamics and resources in this unknown area.

Application The purpose of the Johari window concept is to expand the open area of an individual through self-disclosure and feedback. Self disclose by the person expands the open area horizontally by contracting the facade or hidden area. Feedback from others expands the open area vertically by contracting the unknown area. A new member in a team setting will invariably have a small arena and blind spot, and a large facade. As the member progresses in the team, others would get to know about their innate characteristics and traits, and pass it on to the team member as feedback, allowing him or her to increase arena at the cost of a blind spot. The member, as they work with others, reveals more about themselves as disclosure, again increasing the arena at the expense of the facade. The disclosure and feedback in Johari windows is structured, and is through adjectives such as able, adaptable, calm, friendly, independent, ingenious, knowledgeable, nervous, organized, patient, reflective, religious, assertive, self-conscious, sensible, trustworthy, and others.

Uses What does a large arena in the Johari window mean? The Johari window promotes teamwork and group communication. Analyzing the Johari window model, expansion of the arena or open area by sharing information, builds trust and promotes interpersonal relationships in a group and team setting. A large arena allows people to communicate and cooperate with the person free from ambiguity and misunderstanding. Other team members can understand the person's action and words without having to make perceptive interpretation on behavior. The expansion of the arena helps in identifying individual competence, priorities and perspective, applications of strengths and elimination of weakness, and identification of suitable interventions such as training and job redesign to reconcile individual expectations and priorities with group expectations and priorities. The Johari window model also finds use to communicate with team members appropriately. For instance, adjusting our level of openness to match the level of openness displayed by another person help us strike up a rapport with that person. WE ALSO RECOMMEND...

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http://www.brighthubpm.com/resource-management/106332-johari-window-model-how-it-can-help-project-teams/ Monday, February 23, 2009 Johari Window (Definition) The Johari Window is a model that is used to describe human interaction. It is named after the first names of its inventors, Joseph Luft and Harry Ingham ("Johari"). The intention of the Johari window is to conceptualize levels of awareness and self disclosure in human communication (Tubbs 281). The window is consisted of four different quadrants which focus on "how self-disclosure can affect what we know about ourselves and how we feel about who we are" (Handout). Essentially, it suggests ways at observing intrapersonal and interpersonal affairs. Intrapersonal deals with experiences that come from oneself, but interpersonal affairs are derived from interaction with other people. The four quadrants the model acknowledges are the open, blind, hidden and unknown quadrants ("Johari"). The first quadrant is the "open area," which consists of information that is open to the public and easy for one to reveal. The next box is the "blind area," also recognized as "things others know about us, but we don't know about ourselves" (Handout). The third quadrant is the "hidden area" is more personal information that we know about ourselves, but we chose not to share this information with others. The final and fourth quadrant is the "unknown area" that is information that you and no one else has yet to discovered about yourself. The Johari Window can allow for one to have eye opening experiences about themselves.

Works Cited Handout from Class "Johari Window." 26 Apr. 1999. 22 Feb. 2009 . Tubbs, Stewart L., and Sylvia Moss. Human Communication : Principles and Contexts. New York: McGrawHill Humanities, Social Sciences & World Languages, 2007. Posted by Mindy Treon at 12:53 AM

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