JOHARI WINDOW

The goal of this lesson is for the learner to better understand themselves and how others see them.

Johari Window Model

Johari window model is a behavior model which is based

on Four-Square grid representing four different areas of

people interaction. The Johari Window is a model for getting and giving feedback. It is a communication model, and we can see it working

in the classroom, on the job, and at home.

Two psychologists, Joseph Luft and Harry Ingrham, originally developed the window.

Open Area/Arena
Johari region 1 is also known as the 'area of free activity'.

This is the information about the person - behavior, attitude, feelings, emotion, knowledge, experience, skills, views, etc - known by the person ('the self') and known by the group ('others').

JOHARI Window: An Interpersonal Communications Model

KNOWN TO ME UNKNOWN TO ME

KNOWN TO OTHERS

Public Arena Open

Blind (spot) Bad Breath Salad Teeth

UNKNOWN TO OTHERS

Hidden Avoided Private

Unknown Unconscious

Blind Area/Blind Spot

Johari region 2 is also known as Blind Self

This is the information what is known about a person by others in the group, but is unknown by the person him/herself

Hidden Self
Johari Region 3 is also known as Faade

This is the information what is known to ourselves but kept hidden from, and therefore unknown, to others

Unknown Area
Johari Region 4 is also known as Unknown Self

This contains information, feelings, latent abilities, aptitudes, experiences etc that are unknown to the person him/herself and unknown to others in the group.

Points to Consider
When we work in Open area with others we are at our most effective and productive, and the group is at its most productive too. 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 Reduce the Blind Area by Using Solicit Feedback from others, this will expand the open area Relevant hidden information and feelings, etc, should be moved into the open area through the process of 'disclosure thereby increasing the open area

Reducing hidden areas also reduces the potential for confusion, misunderstanding, poor communication, etc, which all distract from and undermine team effectiveness
Managers and leaders can help by creating an environment that encourages selfdiscovery, constructive observation and feedback among team members

Increasing the Open Area 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. Reduce the Hidden Area

The unknown area can be reduced by

1. 2. 3. 4. Observation Self Discovery Mutual Enlightenment Group Discussion

When you share about yourself or self-disclose:

KNOWN TO ME UNKNOWN TO ME

KNOWN TO OTHERS

Public Arena Open

Blind (spot) Bad Breath Salad Teeth

UNKNOWN TO OTHERS

Hidden Avoided Private

Unknown Unconscious

Team
Team with Large open area has strong mutual understanding compared to the ones having large Hidden, Blind , and/or Unknown Areas Team Leaders should always strive to increase the open Area The individual should disclose more information about his/her feelings , experiences , views, etc. to reduce the size of Hidden area. Seeking feedbacks will reduce the Blind area and will overall increase the team performance Sensitive communications, active listening and experience will transfer the unknown area blind or hidden or open areas.

Johari Model for the New team Member

Johari Model for the Established Team Member

Re-Motivation
The importance of learning more about ourselves is critical to our success in the world. It is also critical to reaching our goals, becoming independent, and building a bridge for the future.

We need to become more open, confident, and

comfortable with who we are. We need to build our self-esteem because we have a lot to give to the world and our families. Everyone is not out to get us, and in fact they may have good feedback for us if we are open to it.

TRANSACTIONAL ANALYSIS
- Eric Berne

Transactional Analysis (T/A) is one of the tools developed by behavioural scientists which is used for analysis of transactions or understanding of communications that occur between people.

What is Transactional Analysis?

It is a rational approach to understanding behavior. It is based on the assumption that any person can learn to trust himself or herself, think rationally, make independent decisions, and express feelings. Transactional Analysis is a complete theory of personality, containing techniques of psychotherapy for personal and social growth. A transaction means any exchange or interaction that occurs between two or more persons. Transactional analysis concerns itself with the kinds of communication both verbal and non-verbal that occur between people. The emphasis of Transactional Analysis is upon positive communication.

What does Transactional Analysis do or not do?

Transactional Analysis increases understanding of self and others. It decreases tendency to be critical of self and others. Transactional Analysis helps reduces stress, frustration and anxiety levels! TA fructifies after a consistent and disciplined practice. Organizations derieve: i. Better process daignosis ii. clearer problem analysis iii. reduced non-communication iv. new tools for selecting people for entry and promotion v. less psychological pollution

Structural Analysis
Structural analysis involves analyzing the personality to discover the nature of our ego states. You can use structural analysis to better understand who you are and how you got that way. It will help you learn about the various sources of thoughts, feelings and opinions in your personality. Knowing your personality better can add to your effectiveness on the job. Everyones personality has three parts, called ego states. These ego states are named Parent, Adult, and Child. We are talking about ego states rather than real parents, adults or children.

The Parent Ego State

When you feel, think, or act as you saw your parents (or other authority figures) act when you were little, you are in your Parent ego state. While in your Parent, you may act in either a controlling, sometimes critical way or in a nurturing, sometimes loving way. Here are some examples of statements you are likely to make while in your Parent. Controlling Parent: Nobody can leave until this report is finished Nurturing Parent: Im sorry youre not feeling well today. Would you like to go over to the nurses office and get some help? Ill take care of your station.

The Adult Ego State

Although we respond automatically when in our Parent, we respond analytically when in our

Adult.
Whenever you are gathering information,

reasoning things out, estimating probabilities,

and so on, you are in your Adult ego state. While in this ego state you are cool and collected: you make decisions unemotionally. You just want the facts.

The Child Ego State

While in your Child ego state, you feel and act like the little person you once were. Your Child has all of the feelings and impulses of a newborn. It also includes the mental recordings of your: a)early experiences b)reactions to these experiences, and c) learned view of yourself and other people

The Child Ego State

Further, the child ego has following personalities: 1. Free or natural child: This is the source of our spontaneity, energy and curiosity, with all our potential for life. It represents the way we are when we are born natural, loving, carefree, adventurous and trusting a joyful and meaningful existence. This part of us knows no rules and consequently operates without regard for others and is unconcerned about their reactions. Of course, it would be impossible to maintain the structure of a society on such a basis, and without some adaptations.

The Child Ego State

2. Adapted child: From an early age, we make adaptations to help us get along with and get attention from authority figures, most notably our own parents. Some of these may develop in line with general practice in our society. E.g. specific modes of eye and body contact; saying please, thank you and sorry at the appropriate times; not making personal comments about others in public. Note how uncomfortable we often feel with those who have not adapted to these culturally agreed ways of behaving.

The Child Ego State

3. Compliance: Some individuals learn when they are young that the way to get along is always to say yes. Saying yes when their better judgment,

experience and knowledge suggests otherwise becomes a constraint later on.

4. Procrastination: Some people learn when they are young that a good way to get attention is to procrastinate.

The Child Ego State

Consider these examples from family life: Cmon, we got to move on, or well miss the shops! Look, put that doll down, tie your shoe laces up and lets get going. Youre making us late again! If a child decides on this basis that delaying gets attention, in adulthood the individual may still be indulging in this behavior. 5. Rebellion: Many children only get attention when they are naughty. Such individuals in adulthood may continue this behavior by seeking bosses and/or institutions (eg., banks, local government, the police) to constantly fight and rebel against.

The Child Ego State

6. Little Professor: the intuitive part of us that senses things about other people in a flash. This part of us has brilliant, non-logical insights It gives us solutions to problems that typify some of the major breakthrough in the growth of scientific knowledge.

Transactions and its Analysis

According to Transactional Analysis, transactions is stimulus plus response (S+R). Indication of acknowledging the presence of the others is called the transactional stimulus. Saying or do something which is in some way related to the stimulus, and that is called transaction response. Transactional Analysis involves the study of the social transactions between people. it deals with determining which part of the multiple-natured individual is being activated Parent, Adult or Child.

Transactions and its Types

Normally there are three types of transactions: (1) Complementary Transactions: the message transmitted from one ego-state elicits an expected and appropriate response from the proper ego-state of the other individual. (2) Crossed Transactions: The message sent by one ego-state is responded to from an incompatible, unexpected ego state of another person. (3) Ulterior Transactions: When ulterior message is sent, the literal and intent meanings are not one and the same.

Life positions
A persons life position at any given time expresses in some way just how that individual is relating to others in terms of thinking, feeling and behaving.
I am not Ok I am Ok

You are Ok

I-, You+ (Get away from)

I+, You+ (Get on with)

Ok Corral
You are not Ok

I-, You- (Get nowhere)

I+, You- (Get rid of)

Personality Assessment and Testing Tools

MBTI (MyersBriggs Type Indicator) This personality tool was made famous by Isabel Myers and Katherine MyersBriggs. MyersBriggs uses 4 dimensions of personality in this tool: Extroversion vs Introversion Sensing vs Intuition Thinking vs Feeling Judging vs Perceiving

MBTI (MyersBriggs Type Indicator)

1. Extroverts and Introverts The following list of paired words summarizes the key characteristics of Extroverts and Introverts.
EXTROVERTS
Seek interaction Enjoy groups Communicate by talking Outgoing and sociable Like variety and action Involved with people Learn by doing or discussing Expenditure of energy

INTROVERTS
Like to be alone Enjoy oneonone Communicate by writing Reserved and private Like to focus on one thing at a time Work with ideas Learn by reflection and thinking Conservation of energies

Enjoy a wide circle of friends

Enjoy a small circle of friends

MBTI (MyersBriggs Type Indicator)

Extroverts in daily life: Enjoy being with people. They have a wide circle of friends and like to include many people in your activities. Are outgoing, enthusiastic and find it easy to talk to anyone. Like to be where the action is, taking note of what is going on around them. They can often do several things at once. Think by speaking, and often don't know what they will say until they have said it. Get rejuvenated by being with people and feel drained when they're alone. Need lots of affirmation about what they do and how they look. Find listening difficult.

MBTI (MyersBriggs Type Indicator)

Extroverts as learners: Prefer a learning environment filled with movement, activities and talk. Prefer to learn facts or theories that connect with their experience, and they usually come to a more thorough understanding of these facts or theories during group discussions or when working on cooperative projects. Tend to leap into assignments with little forethought, relying on trialanderror rather than anticipation to solve problems. Have difficulty concentrating on reading for long stretches of time. They often understand and retain information better if they process it orally.

MBTI (MyersBriggs Type Indicator)

Introverts in daily life:
Like to rehearse things before saying them, and need privacy and quiet time alone for concentration. Like to focus their attention inwardly on their ideas, impressions and thoughts. Want to understand the world before they experience it. Are sometimes called shy. People often find them difficult to get to know, as they are reserved and private. Have a small number of special friends. Need to recharge their batteries by spending time alone as interacting too much with others can leave them feeling drained. Worry their parents because they spend too much time alone.

MBTI (MyersBriggs Type Indicator)

Introverts as learners:
Will talk (or write) more when they are not forced to share their ideas. Tend to be quiet and less active in the classroom. Feel pressured into taking part in group discussions. Such pressure, however, will often only increase their withdrawal. Respond to teachers who acknowledge that they have more to say (or write) than they have offered. Although they may be able to concentrate for longer stretches of time, they may lose concentration sometimes because they begin to contemplate what they read and become lost in a daydream.

MBTI (MyersBriggs Type Indicator)

2. Sensing and Intuition The information gathering preferences: How we perceive the world. Sensors gather information in a concrete way using their five senses. Intuitive learners gather information in an abstract way through their sixth sense. Communication can be difficult because they often fail to see each other's perspectives and each believes that his or her information is more valid.

MBTI (MyersBriggs Type Indicator)

The following list of paired words summarizes the key characteristics of sensors and intuitives.
Sensors
focus on what is real and actual prefer facts and concrete insights pay attention to details observe and remember sequentially

Intuitives
focus on possibilities prefer abstract insights focus on the big picture see patterns and meaning

are downtoearth
learn stepbystep focus on the present rely on past experience prefer things as they are value practical applications

have their headintheclouds

learn by leaping in anywhere focus on the future rely on inspiration and imagination prefer to try new things value ingenuity

MBTI (MyersBriggs Type Indicator)

2. Thinking and Feeling
The decision making preferences: How we evaluate information. Some people prefer to make decisions objectively while others prefer subjective decision making. Both ways are rational processes but they rely on different standards.
Thinkers prefer to analyze the problem are objective are subjective Feelers prefer to sympathies with the problem

are toughminded
value justice are reasonable and fair

are tenderhearted
value harmony are compassionate and accepting

use causeandeffect reasoning

are good at critiquing prefer to be direct

are guided by personal values

are good at complimenting prefer to be tactful

MBTI (MyersBriggs Type Indicator)

THINKERS Usually dont take things personally can be seen as insensitive FEELERS usually take things personally can be seen as overemotional

GETTING ALONG WITH THINKERS Ask them what they think rather than what they feel.
Try not to become defensive or reactive when they express their criticisms about situations.

Appreciate their ability to analyse.

Appreciate their ability to remain calm. Value their ability to be fair and truthful.

Express your disagreements without being concerned that you may be

seen as unkind or wanting to start an argument. Thinkers will respect you for having and holding your opinion.

MBTI (MyersBriggs Type Indicator)

GETTING ALONG WITH FEELERS:
Let them know how much you appreciate them. Acknowledge their warmth, understanding and compassion. When giving feedback, focus on the positive aspects before launching into points of disagreement. Don't use sarcasm. Share your feelings with them. JUDGING AND PERCEIVING: The lifestyle preferences: do we control or adapt? Your lifestyle preference indicates whether you strive for predictability and order or whether you are more comfortable with flexibility and spontaneity to control or to adapt?

MBTI (MyersBriggs Type Indicator) Judgers value structure whereas perceivers are easygoing. tend to work now / play later whereas tend to play now / work later. like things settled and decided whereas like to be spontaneous. prefer things to be organised whereas prefer things to remain openended. make lists and use them whereas make lists and lose them. value punctuality whereas leave thing to the last minute.

MBTI (MyersBriggs Type Indicator) Judgers prefer to have deadlines whereas perceivers often ask "what deadline?. like to complete projects whereas like to start projects. are goaloriented whereas are processoriented. value order whereas value flexibility. like to follow timetables whereas enjoy lastminute pressures.

MBTI (MyersBriggs Type Indicator)

GETTING ALONG WITH JUDGERS:

Respect their need to know 'the plan'. Try to agree to some time frame or schedule. Show your respect by honouring your commitment to any plans you have made together. Be aware of their need for order. They are likely to see your 'creative chaos as a disorganised mess. Appreciate their ability to be efficient and organised. If you are a Judger, remember to: Remember that it's OK to change your mind. Develop patience with people who don't have your need for order. Be prepared to review your decisions in light of new information. A plan you made yesterday may not be relevant today. Occasionally do some things that are unplanned.

MBTI (MyersBriggs Type Indicator)

Getting along with Perceivers:
Appreciate their flexibility and adaptability. Be prepared to let them to change their mind at the last minute. When a decision is required allow time to discuss options. Help them to be clear about, and eliminate the options they don't want. Be clear about what it is that is really important for them to follow through on. Try not to impose rigid schedules or commitment on them.

If you are a Perceiver, remember to:

Keep your promises and commitments. Think about the effect on others of always turning up late or canceling at the last minute. Make a short list each day of the things you must do study, chores, practice. Try to complete at least one thing on the list daily. Learn to love your ability to be spontaneous. Make some time each week to have a general 'tidy up' of your room, desk, notes Reflect on your values and opinions. What is really important to you?