2. What is the Johari Window Model?
The Johari Window improves self-awareness and mutual understanding
understanding between individuals within a group. It is particularly helpful
for leaders who want to understand how people perceive them.
It 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. The model name is derived
from combining the two names Joseph and Harry.
3. Why use the Johari Window Model?
The effectiveness of your leadership will
be limited by your Self-Awareness.
Improving self-awareness will help you
listen, be more present and be better in tune
with the person or group you are leading.
4. The Johari Window model develops internal and external self-
awareness. It helps you become aware of how others see you in contrast to
you see yourself.
A good outcome is a perfect alignment between how you see yourself
others see you. This happens when you are a very open leader who has
with a stable group for some time.
A common outcome is a difference between how you see yourself and
see you. There are values important to you that others are unaware of. There
also values you demonstrate that other people see but you are not aware of.
The Johari window helps create this awareness of these contrast. With
knowledge, you can work to increase your open area. Where how you see
aligns with how others perceive you. This is done by discussing the results
the group and seeking greater understanding.
5. What are the four quadrants of the
Johari Window?
6. Open Self: Information about you that you know and
others also know.
Blind Self: Information about you that you don’t
know but others do know.
Hidden Self: Information about you that you know
but others don’t.
Unknown Self: Information about you that neither
you nor others know.
7. GROUP ACTIVITY
This team activity allows you to creatively
discuss the importance of team building activities
and feedback, using a communication theory
model you may have heard of or seen before called
the Johari Window.
The ideal team size is five to thirty people and
the time requirement is about fifteen to twenty
minutes.
9. 1. Begin this activity in a space large enough for the team to mingle
about and gather in a circle. Describe the elements of the Johari
while writing the elements on the easel chart:
“There are things you know about me, and I know about me. This is
my ‘open window.’” Ask for examples of things the team knows about
that you know about yourself (e.g., I have one daughter. I live in Palo).
“There are things I know about myself that you don’t know about
Some of these things you will never, ever know. This is called my ‘hidden
window.’ However, as you get to know me, I let you know more things
me. I let down my ‘façade’ and move things from my hidden window
open window. Icebreakers such as these help us get to know each other
better.”
10. “There are things you know about me that I just don’t know about myself.
Like that poppy seed that got stuck between my teeth at lunch. I may not know
there, until I go home and look in the mirror and gasp ‘I have a poppy seed stuck
between my teeth! How ‘come nobody told me?’ This is where the power of
is so important in teams. Both positive as well as constructive feedback.”
“But the really exciting thing is this last window, where both you and I don’t
what we know. This is the window of the ‘creative unknown.’ A very exciting
be! But notice, we can’t tap into the team synergy without team activities and
feedback. So let’s do a fun activity that leverages our creative unknown.”
2. Ask each team member to write his or her name on the top. Then ask
to pass the paper to the person to your right.
3. Ask each team member to write a trait or an adjective that best describes
named person. It may be positive or negative.
4. When the paper has been circulated to every member on the team, ask
team member to read his or her paper aloud. Team members may agree or act
surprised at the comments.
11. DEBRIEF AND SUMMARIZE
After each team member has read the paper aloud, remark that
we have just given feedback through a team activity! Debrief
the activity:
• What did you like most about this activity?
• Which windows opened for you?
• Which is easier, to give or receive feedback?
• How can giving feedback contribute to the team
dynamic?
• How can giving feedback hurt the team dynamic?
• How might we apply this concept to the team?
