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JOHARI WINDOW
A model for self-awareness, personal development, group
development and understanding relationship
1
SANDHYA UMESH
The Johari Window Model
 A simple and useful tool for
understanding and training
selfawareness, personal
development, improving
communications,
interpersonal relationships,
group dynamics, team
development and intergroup
relationships
 Especially relevant due
to emphasis on, and
influence of, 'soft' skills,
behavior, empathy,
cooperation, inter-group
development and
interpersonal
development
2
SANDHYA UMESH
 Developed by
American
psychologists
Joseph Luft and
Harry Ingham in the
1950's, calling it
'Johari' after
combining their first
names, Joe and
Harry
3
SANDHYA UMESH
The Model
Also referred to as a 'disclosure/feedback model of
self awareness', and an 'information processing tool'
 Represents information - feelings, experience, views,
attitudes, skills, intentions, motivation, etc - within or
about a person - in relation to their team, from four
perspectives
 Can also be used to represent the same information
for a team in relation to other teams
4
SANDHYA UMESH
Terminology
 Refers to 'self' and 'others‘
‘Self' - oneself, i.e., the person
subject to the Johari Window analysis
'Others' - other people in the team
5
SANDHYA UMESH
The Four Johari Window
Perspectives
 Called 'regions' or 'areas' or 'quadrants'.
 Each contains and represents the information -
feelings, motivation, etc – 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 team
 The four regions, areas, quadrants, or perspectives
are as follows, showing the quadrant numbers and
commonly used names
6
SANDHYA UMESH
Johari Window Four Regions
 Open area, open self, free area, free self, or 'the
arena‘: what is known by the person about him/herself
and is also known by others
 Blind area, blind self, or 'blindspot‘: what is unknown
by the person about him/herself but which others
know
 Hidden area, hidden self, avoided area, avoided self
or 'façade’: what the person knows about him/herself
that others do not know
 Unknown area or unknown self: what is unknown by
the person about him/herself and is also unknown by
7
SANDHYA UMESH
The Four Panes of The Johari
Window
 Open
 Blind
 Hidden
 Unknown
8
SANDHYA UMESH
9
SANDHYA UMESH
JOHARI QUADRANT 1
 Open self/area‘, 'free area‘, 'public area',
'arena‘
 Also known as the 'area of free activity‘
 Information about the person - behaviour,
attitude, feelings, emotion, knowledge,
experience, skills, views, etc – known by the
person ('the self') and known by the team
('others').
10
SANDHYA UMESH
CONT….
 The aim in any team is 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 team is at its most productive
too
 The open free area, or 'the arena‘ - the space
where good communications and cooperation
occur, free from distractions, mistrust, confusion,
conflict and misunderstanding
11
SANDHYA UMESH
JOHARI QUADRANT 2
 Blind self' or 'blind area' or 'blindspot‘: what is known
about a person by others in the group, but is unknown
by the person him/herself
 Could also be referred to as ignorance about oneself,
or issues in which one is deluded
 Not an effective or productive space for individuals or
groups
 Also include issues that others are deliberately
withholding from a person
12
SANDHYA UMESH
CONT….
 The aim is to reduce this area by seeking or soliciting
feedback from others and thereby to increase the
open area, i.e., to increase self-awareness
 Team members and managers take responsibility for
reducing the blind area - in turn increasing the open
area - by giving sensitive feedback and encouraging
disclosure
 Managers promote a climate of non-judgemental
feedback, and group response to individual
disclosure, and reduce fear
13
SANDHYA UMESH
JOHARI QUADRANT 3
 ‘Hidden self' or 'hidden area' or 'avoided self/area' or
'facade'
 What is known to ourselves but kept hidden from, and
therefore unknown, to others
 Represents information, feelings, etc, anything that a
person knows about him/self, but which is not
revealed or is kept hidden from others
 Also include sensitivities, fears, hidden agendas,
manipulative intentions, secrets - anything that a
person knows but does not reveal
14
SANDHYA UMESH
CONT….
 Relevant hidden information and feelings, etc, should
be moved into the open area through the process of
'self-disclosure' and 'exposure process'
 Organizational culture and working atmosphere have
a major influence on team members' preparedness to
disclose their hidden selves
 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
15
SANDHYA UMESH
JOHARI QUADRANT 4
 Unknown self‘, 'area of unknown activity‘, 'unknown area'
 Information, feelings, latent abilities, aptitudes, experiences
etc, that are unknown to the person him/herself and unknown
to others in the group
 Can be prompted through self-discovery or observation by
others, or through collective or mutual discovery
 Counseling can also uncover unknown issues
 Again as with disclosure and soliciting feedback, the process
of self discovery is a sensitive one
16
SANDHYA UMESH
CONT….
 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
 Managers and leaders can create an environment that encourages
selfdiscovery, and to promote the processes of self discovery,
constructive observation and feedback among team members
 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
17
SANDHYA UMESH
 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.
18
SANDHYA UMESH

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Johari window

  • 1. JOHARI WINDOW A model for self-awareness, personal development, group development and understanding relationship 1 SANDHYA UMESH
  • 2. The Johari Window Model  A simple and useful tool for understanding and training selfawareness, personal development, improving communications, interpersonal relationships, group dynamics, team development and intergroup relationships  Especially relevant due to emphasis on, and influence of, 'soft' skills, behavior, empathy, cooperation, inter-group development and interpersonal development 2 SANDHYA UMESH
  • 3.  Developed by American psychologists Joseph Luft and Harry Ingham in the 1950's, calling it 'Johari' after combining their first names, Joe and Harry 3 SANDHYA UMESH
  • 4. The Model Also referred to as a 'disclosure/feedback model of self awareness', and an 'information processing tool'  Represents information - feelings, experience, views, attitudes, skills, intentions, motivation, etc - within or about a person - in relation to their team, from four perspectives  Can also be used to represent the same information for a team in relation to other teams 4 SANDHYA UMESH
  • 5. Terminology  Refers to 'self' and 'others‘ ‘Self' - oneself, i.e., the person subject to the Johari Window analysis 'Others' - other people in the team 5 SANDHYA UMESH
  • 6. The Four Johari Window Perspectives  Called 'regions' or 'areas' or 'quadrants'.  Each contains and represents the information - feelings, motivation, etc – 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 team  The four regions, areas, quadrants, or perspectives are as follows, showing the quadrant numbers and commonly used names 6 SANDHYA UMESH
  • 7. Johari Window Four Regions  Open area, open self, free area, free self, or 'the arena‘: what is known by the person about him/herself and is also known by others  Blind area, blind self, or 'blindspot‘: what is unknown by the person about him/herself but which others know  Hidden area, hidden self, avoided area, avoided self or 'façade’: what the person knows about him/herself that others do not know  Unknown area or unknown self: what is unknown by the person about him/herself and is also unknown by 7 SANDHYA UMESH
  • 8. The Four Panes of The Johari Window  Open  Blind  Hidden  Unknown 8 SANDHYA UMESH
  • 10. JOHARI QUADRANT 1  Open self/area‘, 'free area‘, 'public area', 'arena‘  Also known as the 'area of free activity‘  Information about the person - behaviour, attitude, feelings, emotion, knowledge, experience, skills, views, etc – known by the person ('the self') and known by the team ('others'). 10 SANDHYA UMESH
  • 11. CONT….  The aim in any team is 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 team is at its most productive too  The open free area, or 'the arena‘ - the space where good communications and cooperation occur, free from distractions, mistrust, confusion, conflict and misunderstanding 11 SANDHYA UMESH
  • 12. JOHARI QUADRANT 2  Blind self' or 'blind area' or 'blindspot‘: what is known about a person by others in the group, but is unknown by the person him/herself  Could also be referred to as ignorance about oneself, or issues in which one is deluded  Not an effective or productive space for individuals or groups  Also include issues that others are deliberately withholding from a person 12 SANDHYA UMESH
  • 13. CONT….  The aim is to reduce this area by seeking or soliciting feedback from others and thereby to increase the open area, i.e., to increase self-awareness  Team members and managers take responsibility for reducing the blind area - in turn increasing the open area - by giving sensitive feedback and encouraging disclosure  Managers promote a climate of non-judgemental feedback, and group response to individual disclosure, and reduce fear 13 SANDHYA UMESH
  • 14. JOHARI QUADRANT 3  ‘Hidden self' or 'hidden area' or 'avoided self/area' or 'facade'  What is known to ourselves but kept hidden from, and therefore unknown, to others  Represents information, feelings, etc, anything that a person knows about him/self, but which is not revealed or is kept hidden from others  Also include sensitivities, fears, hidden agendas, manipulative intentions, secrets - anything that a person knows but does not reveal 14 SANDHYA UMESH
  • 15. CONT….  Relevant hidden information and feelings, etc, should be moved into the open area through the process of 'self-disclosure' and 'exposure process'  Organizational culture and working atmosphere have a major influence on team members' preparedness to disclose their hidden selves  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 15 SANDHYA UMESH
  • 16. JOHARI QUADRANT 4  Unknown self‘, 'area of unknown activity‘, 'unknown area'  Information, feelings, latent abilities, aptitudes, experiences etc, that are unknown to the person him/herself and unknown to others in the group  Can be prompted through self-discovery or observation by others, or through collective or mutual discovery  Counseling can also uncover unknown issues  Again as with disclosure and soliciting feedback, the process of self discovery is a sensitive one 16 SANDHYA UMESH
  • 17. CONT….  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  Managers and leaders can create an environment that encourages selfdiscovery, and to promote the processes of self discovery, constructive observation and feedback among team members  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 17 SANDHYA UMESH
  • 18.  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. 18 SANDHYA UMESH