The document discusses the concept of self-concept, detailing its significance in organizational communication and individual development. Self-concept is shaped by personal perceptions, experiences, and social interactions, influencing one's health, emotions, and performance across various life domains. The Johari Window model is introduced as a tool for improving interpersonal communication and enhancing self-awareness through self-disclosure and feedback within groups.

1. SELF CONCEPT: Concept and Significance in Organizational
Communication
Write five attribute about yourself, your colleagues/friends and me
( how do you view about yourself, your friend and your teacher etc.)
B. P. Singh, Principal Scientist
Division of Extension Education
ICAR-Indian Veterinary Research Institute
Izatnagar- 243 122

2. Your VIEW of yourself - -
The ENTIRE picture...
S L O W L Y
It changes

3. Self-Concept
• Self-concept is an individual’s perception of self and is what
helps make each individual unique.
• Self concept refers to the way a person thinks about their
abilities in a variety of facets of life, including academics ,
athletics and social interactions. In other
words, self concept refers to a broader understanding
of self than self esteem.
• Positive and negative self-assessments in the physical,
emotional, intellectual, and functional dimensions change
over time.
• Self-concept affects the ability to function and greatly
influences health status.

4. What is self concept?
 Self concept means understanding ourselves ( eg.
intellectually, socially, culturally, politically,
technologically etc.). To understand ourselves we
must first of all have developed self-awareness,
but how do we do this?
 To develop self-awareness we need to build up a
picture of ourselves, using:
 The knowledge we have about ourselves
 The feedback we receive from other people
 Self-concept is part of our emotional and
social development.
• The view we have of ourselves changes as a result
of:
a) the experiences we have
b) life events/incidents happens
c) the life stage we are in ( as academician, extension
functionnaries, researchers, administrator etc.)
This can affect how we see ourselves.
And whether we have high or low self-concept?

5. Self concept
involves:
How clever we are
How physically
attractive we are
How popular we are
with other people
How we compare with other
people we know
How fit and strong
we are
How good we are
at various work or
sporting activities
How likely we are to be
successful at coping with
problems
Looking at the
statements shown
, comment on how
you see yourself.
Be honest!

6. S e l f C o n c e p t
We all have a picture of ourselves. – who we
are, what we are like inside.
This is the image of ourselves that we like
others to see.
This is called our self-concept.
It is based on two things:
What we believe we are like as a person
What we believe that other people think
about us.

7. Dimensions of Self-Concept
• Self-knowledge — “Who am I?”
• Self-expectation — “what I want to
be?”
• Social self – How person perceived
by others?
• Self-evaluation — “How well do I
like myself?”

8. Self knowledge
• Global self: is the term used to describe the
composite of all basic facts, qualities, traits, images
and feelings one holds about oneself.
It includes:
1. Basic facts: sex, age, race, occupation, cultural
background, sexual orientation
2. Person’s position with social groups
3. Qualities or traits that describe typical behaviours,
feelings, moods and other characteristics (generous,
hot-headed , ambitious, intelligent, etc.

9. Self expectations
• Expectations for self flow from various
sources.
• Self expectations develop unconsciously early
in childhood and are based on image of role
models such as parents

10. Self evaluation
• Self esteem is the evaluative and affective
component of self concept
• Maslow’s Subsets of Esteem Needs:
1. Self-esteem (strength, achievement, mastery,
competence, ..)
2. Respect needs or the need for esteem from
others

11. A ( Actual self Concept & Private Self): an arrogant
B ( Ideal self concept & & Private Self) : But I would like to see myself as sober person
C ( Actual self Concept & Social Self): Other people see me as Arrogant
D ( Ideal self Concept & Social Self): again a sober person

12. Components of Self-Concept
• Identity
• Body image
• Self-esteem
• Role
performance

13. Interrelationship of Components of
Self-Concept

14. Components of Self-Concept
• A sense of personal identity is what sets one
person apart as a unique individual.
• Identity includes a person’s name, gender,
ethnic identity, family status, occupation, and
roles.
• One’s personal identity begins to develop
during childhood and is constantly reinforced
and modified throughout life.

15. Components of Self-Concept
• Body image is an attitude about one’s
physical attributes and characteristics,
appearance, and performance.
• Body image is dynamic because any
change in body structure or function,
including the normal changes of growth
and development, can affect it.

16. Components of Self-Concept
• Self-Ideal is the perception of
behavior based on personal
standards and self-expectations.
• Self-ideal serves as an internal
regulator to support self-respect
and self-esteem.

17. Components of Self-Concept
• Self-esteem is the judgment of personal
performance compared with the self-ideal.
• Self-esteem is derived from a sense of giving
and receiving love, and being respected by
others.

18. Components of Self-Concept
• Role refers to a set of expected behaviors
determined by familial, cultural, and social
norms.
• The level of self-esteem is dependent upon the
self-perception of adequate role performance in
these various social roles.

19. Self concept is a process which is
dynamic by its nature. Therefore, it is
inaccurate to say that at some point
our self-concept is formed and remain
with us throughout life.
In our life we learn, that in relation to
ourselves certain bahviour are good
and certain behaviour are bad

20. You see yourself
as a
LOVEABLE and
WORTHWHILE
person…
POSITIVE

21. Positive and Negative Self-concept
Positive self-concept Negative self-concept
You are motivated to do something
because you have often been successful
You lack motivation because, when you
have tried new things before, you often
did not do very well
You are confident in social situations
because you usually get on well with
people
You lack confidence, especially when
meeting new people, new people make
you feel anxious as you fear you will have
nothing to say
You are generally happy with life You are unhappy a lot of the time
You have enough self-confidence to cope
with new challenges and to view them
positively
You often find life difficult and do not
enjoy new challenges, as you are afraid of
failure

22. HIGH SELF CONCEPT LOW SELF CONCEPT

23. . In general, little boy learn that it is
good to be rough and tough and bad
to be sensitive and helpless and little
girl learn the opposite.
As we grow older we may retain these
original categories ---- seeing and
evaluating ourselves along the lines
we learned as children.
Our self-concept, or “identity”, drives our
priorities, decisions, goals, relationships and
careers. Arguably its formation and refinement
is the most important single factor determining
whether we become happy and successful.

24. If a young women sees herself as
sensitive and somewhat helpless, she
may have relatively good feelings
towards herself.
If, however, she does something which
she would classify “ as aggressive”, she
may feel bad about herself- she is not
being the kind of person she is “
supposed” to be or she may say that
she just was not being “herself” at
that particular moment.

25. We are going to learn how ‘Self Concept’
contributes to our growth and development.

26. Our need to maintain the images and feelings we have for
ourselves is often closely related to choice of groups to
relate to.
We choose the group that will lend support to our existing
view of ourselves; the similarity between their standards
and our own help us to feel comfortable and very much
“ourselves”. We may think of this process as being one of
self-conformation. Since we use other to evaluate
ourselves, we tend to select associates who will confirm
the views we have of ourselves.

28. Recognize what YOU
have accomplished
each step of the way
Set ATTAINABLE goals
based on your
WANTS and NEEDS
List and develop YOUR
personal strengths
and abilities
LOOK FOR
positive relationships
with others

29. Our desire to see ourselves in a certain way
affects not only what kinds of information
we can take in from others but also the
kinds of things others are permitted to
know about us. We can understand by
various examples.
Think about a group of friends you are
often with.

30. You probably choose this group partly because you
agree on many things, partly because the members see
you the way you like to see yourself.
For whatever the reasons you originally choose to be
part of the group, by now your friends probably expect
you to act in a “certain way”.
This “certain way” includes not only behaviour which is
in line with the standards of the group, for example,
preferring a “ free” lifestyle, but also behaviour which is
specifically yours.

31. Perhaps you are thought of as “always happy” or
“always joking”. In order for you to continue to feel
confirmed by this group, it may be necessary for you to
hide ‘ the fact that you are sometimes sad, or
sometimes serious or sometimes happy.
Although hiding these feeling from other may not
change completely the ways you see yourself, it is
difficult to feel totally accepted by, or confirmed by,
other people when compelled to hide important aspect
of yourself from them.

32. Our desire to see ourselves and to have other people see
us in a certain way can thus hinder open communication
with others and perhaps even with ourselves.
Trying to maintain a consistent image or role by adhering
to a set of specific prescribed behaviours can result in the
same kind of alienation.
Imagine that you want to become a teacher. Even though
not yet a member of that group, you may begin to use the
standards of that group to evaluate yourself. You thereby
begin to copy some of the behaviour you see as befitting
the “teacher role”—behaviour may or may not be alien
to you.

33. Pertaining to the self concept we have talked so far about
how we begin to develop images of and feelings for
ourselves.
We also have seen how, although our concept about
ourselves changes our life, we attempt to maintain an
image consistent with what we consider ourselves to be.
We have seen that both the development and the
maintenance of our self-concept is influenced by our
interpersonal communication and that how we see
ourselves influences how we communicate with others.

34. We are expected and expect ourselves to behave in
different ways. Each of us also has many different ways of
behaving and has many different and often conflicting
feelings.
Sometimes we feel happy, sometimes bad, sometimes
loving, sometimes hateful, kind and cruel, giving and
selfish, gorgeous and ugly.
All these feelings we experience as part of our life. There
is no consistence to the feelings we have or to the
bahviours engaged in.
In society, it seems to be a “ good” thing to be consistent
and a “bad” thing to be inconsistent.

35. We are expected and expect ourselves to
behave in different ways (feel happy, bad,
loving, sometimes hateful, kind and cruel,
giving and selfish, gorgeous and ugly).
All these feelings we experience as part of
our life.
There is no consistence to the feelings we
have or to the bahviours engaged in.
In society, it seems to be a “ good” thing
to be consistent and a “bad” thing to be
inconsistent.
EXPANDING AND CHANGING THE SELF CONCEPT

36. Discovering one’s own classification and labeling system is an
extremely difficult process. In trying to learn more about how we
see ourselves, making any changes in our images which might be
helpful, several theorist have suggested that the process can be
facilitated through communication with others.
Sidney Jourard has gone so far as to say…. “No man can come to
know himself except as an outcome of disclosing himself to
another person”.
When the person begin learning about himself, he is in position
to select information that is accurate and reject what is not.
Whatever his parents originally told him about himself he had not
only to accept but in many ways try to incorporate into his
behaviour. He was , after all, totally dependent upon them for
everything he needed.
EXPANDING AND CHANGING THE SELF CONCEPT

37. By disclosing to a trusted friend one’s basic feelings towards oneself, a
person can at least begin to examine how he classifies and evaluates
himself.
The idea of being completely open with others is very scary for many
people. It might be helpful to disclose oneself fully to atleast one
trusted person, but be completely open with everyone certainly creates
as many problems as being open with no one.
In a society, it is better to select carefully those with whom we will work
at developing an open relationship.
In organization, when we speak of self-disclosure within the context of
an open relationship, it is obvious that the disclosure is reciprocal.
This process of disclosure of one self to other has been explained by
Joseph Luft and Harry Ingram by developing a model which is known as
Johari Window.
EXPANDING AND CHANGING THE SELF CONCEPT

38. This model is highly useful in analyzing the causes for interpersonal conflict.
The window is shown with four quadrants representing four distinct
aspects of every personality.
The Johari Window is a communication model that can be used to improve
understanding between individuals within a team or in a group setting.
Based on disclosure, self-disclosure and feedback, the Johari Window can
also be used to improve a group's relationship with other groups.
This window can help people to build more trusting relationships with one
another, solve issues and work more effectively as a team.
This window represent the personality of an individual in four number of
quadrant as depicted in figure.
JOHARI WINDOW MODEL

41. Quadrant- I (Open Area)

42.  It represent an open area, which describes person’s
thought , feelings and behaviours which are known
both to himself and to another person.
 The larger this quadrant in any particular relationship,
the free the communication.

 Mutual understanding and friendship between people
are the highest in this space.
 Naturally there is no scope for any conflict.
 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 phase of work.
 The open free area can be seen as the space where
good communication and cooperation occur, free from
distractions, mistrust, confusion, conflict and
misunderstanding.
Quadrant- I (Open Area)
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
Fig.18: Beginning interaction in a
new group
I. Open Area
II. Blind
Area
III. Hidden
Area
Fig.17: An Open Window
IV. Unknown
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

43. Established team members logically tend to have
larger open areas than new team members.
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
to expand their open area by offering feedback.
The size of the open area can also be expanded
vertically downwards into the hidden space by the
person's disclosure of information
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.
JOHARI WINDOW MODEL
Implication of Quadrant –I
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
Fig.18: Beginning interaction in a
new group
I. Open Area
II. Blind
Area
III. Hidden
Area
Fig.17: An Open Window
IV. Unknown
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

44. Top performing groups, departments, companies and
organizations always tend to have a culture of open
positive communication. Encouraging the positive
development of the 'open area' or 'open self' for everyone
is a simple yet fundamental aspect of effective leadership.
One should use following tips for self disclosure:
 Don’t be rash in your self-disclosure. Disclosing harmless
items builds trust. However, disclosing information
which could damage people’s respect for you can put
you in a position of weakness.
 Be careful in the way you give feedback. Some cultures
have a very open and accepting approach to feedback.
Others don’t. You can cause incredible offence if you
offer personal feedback to someone who’s not used to
it. Be sensitive, and start gradually.
JOHARI WINDOW MODEL
Implication of Quadrant –I
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
Fig.18: Beginning interaction in a
new group
I. Open Area
II. Blind
Area
III. Hidden
Area
Fig.17: An Open Window
IV. Unknown
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

45. It represent blind area, which describe person’s
thought , feelings and behaviours which are
unknown to oneself but known to others.
feelings of inadequacy, incompetence,
unworthiness, rejection are difficult for
individuals to face directly, and yet can be seen by
others.
There is potential for conflict in this quadrant.
This area is also known as breath area.
This 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 .
JOHARI WINDOW MODEL
Quadrant –II (Blind Area)
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
Fig.18: Beginning interaction in a
new group
I. Open Area
II. Blind
Area
III. Hidden
Area
Fig.17: An Open Window
IV. Unknown
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

46.  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-
judgmental 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, in
this situation care needs to be taken to avoid
causing emotional upset.
Implication of Quadrant –II

47. It represent hidden area which describe
person’s thought , feelings and behaviours, fears,
hidden agendas, manipulative intentions,
sensitivities secrets - anything that a person
knows but does not reveal, for whatever reason.
Example, the boss is quite anger with someone
and he is aware of his anger, but do not let the
other know about it.
The result being that the person remains hidden
from others because of the fear of how others
might react. There is potential interpersonal
conflict in this quadrant.
Quadrant –III (Hidden Area)
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
Fig.18: Beginning interaction in a
new group
I. Open Area
II. Blind
Area
III. Hidden
Area
Fig.17: An Open Window
IV. Unknown
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

48. By telling others how we feel and other
information about ourselves we reduce the hidden
area, by increasing 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,
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.
Implications of Quadrant –III

49.  It is called as unknown area and takes into
account all those feelings and motivations
which are unknown to both ourselves and to
others. This area is also referred as the
subconscious and dark area.
 This is potentially the most explosive situation.
 There is a misunderstanding, which leads to
interpersonal conflict.
 Unknown issues take a variety of forms: they
can be feelings, behaviors, 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
behavior to various degrees.
Quadrant –IV
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
Fig.18: Beginning interaction in a
new group
I. Open Area
II. Blind
Area
III. Hidden
Area
Fig.17: An Open Window
IV. Unknown
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

50. Examples of unknown factors are as follows
and are more relevant and common in typical
organizations and teams:
1. An ability that is under-estimated or un-
tried through lack of opportunity,
encouragement, confidence or training
2. A natural ability or aptitude that a person
doesn't realize they possess
3. A fear or aversion that a person does not
know they have
4. An unknown illness
5. Repressed or subconscious feelings
6. Conditioned behavior or attitudes from
childhood
Quadrant –IV cont….
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
Fig.18: Beginning interaction in a
new group
I. Open Area
II. Blind
Area
III. Hidden
Area
Fig.17: An Open Window
IV. Unknown
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

51. The processes by unknown area can be
uncovered and can be prompted through
self-discovery or observation by others, or in
certain situations through collective or
mutual discovery and by intensive group
work.
Counseling can also uncover unknown issues,
but this would then be known to the person
and by one other, rather than by a group.
Active listening and experience will reduce
the unknown area, to the person and by one
other, rather than by a group.
A person has many Johari Window and it
depend upon with how many person he
relates and also depend upon degree of
openness within any one relationship.
Implications of Quadrant –IV
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
IV. Unknown AreaIII.
Hidden
Area
II. Blind Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
Fig.18: Beginning interaction in a
new group
I. Open Area
II. Blind
Area
III. Hidden
Area
Fig.17: An Open Window
IV. Unknown
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

52.  The moving of information from one quadrant to
another change the size of both quadrants.
 For example, even in the relationship with your
closest friend, there may be some information
which you keep hidden and some information of
which you are not aware.
 If you suddenly disclose some information to
your friend or he explain his perceptions to you,
the size of the hidden or blind area will increase
which makes freer communication between you.
Implications of Quadrant –IV Cont…

53. Figure ( Johari Window) In initially phase of group interaction in
a meeting the size of quadrant –I, II and III are smaller since in
beginning the interaction between the members of a group in
meeting is relatively superficial, anxiety is large, interchange is
silted and spontaneous.
The idea and suggestions are not followed through and are
usually left undeveloped and individual seem to hear and see
relatively little of what is really going.
As the interaction takes place frequently between the members
of group, the size of smaller quadrant tend to increase. (Figure:
Beginning interaction in a new group)
Implications of Quadrant –IV Cont…

54.  In most cases, the aim in groups should
be to develop the Open Area for every
person.
 It enhanced individual and team
effectiveness and productivity.
 The Open Area is the ‘space’ where good
communications and cooperation occur,
free from confusion, conflict and
misunderstanding.
 Self-disclosure is the process by which
people expand the Open Area vertically.
Feedback is the process by which people
expand this area horizontally.
PRINCIPLES OF CHANGES WITHIN THE JOHARI WINDOW
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
III.
Hidden
Area
I. Open
Area
III.
Hidden
Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
I. Open Area
II. Blind
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

55.  By encouraging healthy self-disclosure and
sensitive feedback, you can build a stronger
and more effective team.
 The smaller the first quadrant, the poorer
the communication.
 There is universal curiosity about the
unknown area, but this is held in check by
custom, social training and by diverse fears.
 Learning about group process, as they are
experienced, helps to increase awareness
(larger quadrant-I) for the group as a whole
as well as for individual members.
PRINCIPLES OF CHANGES WITHIN THE JOHARI WINDOW
Cont….
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
IV. Unknown AreaIII. Hidden Area
II. Blind AreaI. Open Area
III.
Hidden
Area
I. Open
Area
III.
Hidden
Area
I. Open
Area
Fig. 16: The Johari Window Overall Model
I. Open Area
II. Blind
Area
Known to self
Known to others
Unknown to self
Unknown to
others
FEEDBACK
D
D
I
S
C
L
O
S
U
R
E

56.  The main objective of group dynamic
laboratory is to increase the area of free
activity in Quadrant-1 so that a free and
open communication can take place within
a group.
 This laboratory follow the principle of
increasing the area of Quadrant-I and
reducing the area of Quadrant –II,III and
IV.
 The largest reduction in area should be in
Quadrant III, then Quadrant II and the
smallest reduction in Quadrant IV.
Johari Window in Group Dynamic
Laboratory
II. Blind
Area
III. Hidden Area
IV.
Unknown
Area
II. Blind
Area
III. Hidden Area
IV.
Unknown
Area
I. Open Area
Fig. 19: Johari window of group
dynamic laboratory

57. An enlarged area of free communication
among the group members would
immediately imply less threat or fear and
greater probability that the skills and
resources of group members could be brought
to bear on the work of the group.
 It suggests greater openness to information,
opinions and new ideas about oneself as well
as about specific group processes, since the
hidden or avoided area, Quadrant III, is
reduced.
 It implies that less energy is tied up in
defending this area.
 There is greater likelihood of satisfaction with
work and more involvement with what the
group is doing.
Johari Window in Group Dynamic Laboratory. Cont….
II. Blind
Area
III. Hidden Area
IV.
Unknown
Area
II. Blind
Area
III. Hidden Area
IV.
Unknown
Area
I. Open Area
Fig. 19: Johari window of group
dynamic laboratory

58.  Keeping in mind that established team
members will have larger open areas than
new team members.
 New team members start with smaller
open areas because little knowledge
about the new team member has yet
been 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.
 Group members should strive to assist a
team member in expanding their open
area by offering constructive feedback.
Johari Window in Context to Team Building and Spirit
II. Blind
Area
III. Hidden Area
IV.
Unknown
Area
II. Blind
Area
III. Hidden Area
IV.
Unknown
Area
I. Open Area
Fig. 19: Johari window of group
dynamic laboratory

59.  The size of the open area can also be
expanded vertically downwards into the
hidden or avoided space by the sender’s
disclosure of information, feelings, etc
about himself/herself to the group and
group members.
 Also, group members can help a person to
expand their open area into the hidden
area by asking the sender about
himself/herself. Managers and team
leaders play a key role hereby facilitating
feedback and disclosure among group
members.
Johari Window in Context to Team Building and Spirit Cont..
II. Blind
Area
III. Hidden Area
IV.
Unknown
Area
II. Blind
Area
III. Hidden Area
IV.
Unknown
Area
I. Open Area
Fig. 19: Johari window of group
dynamic laboratory

60. Factors Affecting Self-Concept
• Altered Health Status
• Experience
• Developmental considerations
• Culture
• Internal and external resources
• History of success and failure
• Crisis or life stressors
• Aging, illness, or trauma