Johari Window

A model for self‐awareness,
personal development,
Group development and 
understanding
Attention:
Have you ever had someone say that you were good at some-thing,
but you did not feel that about yourself? Over time, however, more and
more people told you the same thing. An example could be teaching
others, listening, or counseling others on the right way to do something.
As time went on you realized that they were right.
OPEN AREA BLIND SPOT

JOHARI 
WINDOW

HIDDEN AREA UNKNOWN
xxx Lesson 12

Johari Window
Overview: This optional lesson provides a look into how we view our-
selves and how others view us. It is also a model for opening up the lines
of communication with others. It serves to show how we become increas-
ingly more open to others as we get to know them and share information
about ourselves.

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

Objectives: The learner will: Time: 1 hours

Cognitive: Explain how the Johari Window works
Materials:
Affective: Respond to the value of understanding ourself
— Lesson Plan
better and how others view us.
— Introduction
— Learner Note Taker
Skill Standard Connections: As people learn and work with one
another over time, we reveal things about ourselves, whether directly or
indirectly. In becoming part of a team we need to be open and communi-
cate. We need to be open to how other people see us. The same openness
and learning should also take place in the home with family and friends.
This lesson has connections to the Tennessee KSA – Self-Awareness and
the EFF Standard – Take Responsibility for Learning. (Appendix II)

Teaching Strategy: The strategy for the Johari Window is to talk the
learners through the various quadrants of the grid. They begin to gain
insights to how they view themselves but also how they reveal more than Teaching Tip
they know to other people. They begin to have a better appreciation for
Begin each day with a
what other people feel and see. Use the class as an example of how we
reveal only certain things about ourselves initially, but as time goes on review of the previous
and we open up, we reveal more about “who” we really are. As the class day’s homework. Allow 15-20
provides feedback to one another, learners start to see themselves through minutes to review the homework.
the eyes of the other classmates. As time goes on and they bond, they
become more and more open.
Then begin the “Thought for the
Day.” Give students time to
Lesson Plan answer the four questions. Then
discuss the “Thought for the
Homework Review: Watch the world news
Day.”

L E A R N I N G S K I L L S 115
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.

Developed by American psychologists Joseph Luft and Harry 
Ingham in the 1950's, calling it 'Johari' after combining their 
first names, Joe and Harry.

Especially relevant due to emphasis on, and influence of, 'soft' 
skills, behaviour, empathy, cooperation, inter‐group 
development and interpersonal development.
Johari Window Lesson 12

Thought for the Day

“One doesn’t discover new lands without consenting to lose sight of the
shore for a very long time.” — Andre Gide

Allow yourself to go to new and higher places. Don’t be afraid to accept

the challenge of success. Don’t allow yourself to fall into the comfort
zone. Be willing to try new things that will help you to create a bridge to
your future.

Attention: Have you ever had someone say that you were good at some-
thing, but you did not feel that about yourself? Over time, however, more
and more people told you the same thing. An example could be teaching
others, listening, or counseling others on the right way to do something.
As time went on you realized that they were right.

They saw something in you that you did not recognize. How did they
know?

Motivation: This lesson will show you a simple but true concept of how
we view ourselves and how others view us. It will help us to be open to
the insights of others and be more open about who and what we are.

Overview: We will slowly walk our way through the concept of the
Johari Window and discuss how it applies to ourselves.

Body of Lesson
Main Point 1: Background on the Johari Window
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.

Let’s draw a window with four windowpanes. These windowpanes repre-

sent our personality. Let’s take a look at each windowpane and see if it
makes sense.

116 L E A R N I N G S K I L L S
Johari Window Lesson 12

Things I know Things I don’t know

about myself about myself

Things others
know about me

Things others
don’t know
about me

Teaching Tips
Main Point 2: Arena Draw on the board the
The arena is the information that you know about yourself and that oth- model above with the
ers also know. It is the obvious things, e.g. race, name, height, weight, etc. labels on the side.
It is those things that you told others when you introduced yourself to the
class. It is also those feelings that you have shared during the “Thought Write in Arena in the first
for the Day,” learning styles, communication process, and the personality windowpane as you cover that
lessons. It is all of that information that you wanted other people to main point. Continue to add
know. This is an area that is very open for all to see. words as you progress.

As time goes on will you tell and reveal more about yourself to the class?
Why?

Things I know Things I don’t know

about myself about myself

Things others
know about me Arena

Things others
don’t know
about me

L E A R N I N G S K I L L S 117
Johari Window Lesson 12

Main Point 3: Hidden Area

The hidden area contains all that information that we don’t want others
to know about us. It’s that closet of feelings, insecurities, and not-so-great
experiences. It’s the private information.

Things I know Things I don’t know

about myself about myself

Things others
know about me Arena

Things others
don’t know Hidden Arena
about me

Main Point 4: Blind Spot

The blind spot is the information that others know about you, but you don’t
know about yourself. A funny example is the female student whose husband
told her she snores. She didn’t think she did, but he knew she did. What are
some things that people have said about you that you didn’t know?

There are also positive things such as being a good listener or talker. We
may feel that we are not a good listener or talker, but our friends may feel
differently.

Things I know Things I don’t know

about myself about myself

Things others
know about me Arena Blind Spot

Things others
don’t know Hidden Arena
about me

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Johari Window Lesson 12

Main Point 5: Unknown Area

The unknown area contains information that you don’t know and others
don’t know. It could be abilities and potentials that you have not discov-
ered about yourself yet. An example could be that you might be a great
salesperson or customer service representative, but for now you don’t
know whether you have that ability or not.

Things I know Things I don’t know

about myself about myself

Things others
know about me Arena Blind Spot

Things others
don’t know Hidden Arena Unknown Area
about me

Main Point 6: Putting It All Together

Information can move from one pane to the next as you develop mutual
trust, share hopes and dreams, and find similarities and things in com-
mon. We get over our differences and start to trust each other as class-
mates and teammates. It is the same way on a job with other co-workers.
As time goes on and we begin to trust each other we start to tell more and
more information about ourselves. We start to expand the arena. Look
back at the first day, how open were you? Not much—only what you
needed to say. So your window might of looked like this.
Things I know Things I don’t know
about myself about myself

Things others
know about me Arena
Blind Spot

Things others
don’t know Hidden Arena Unknown Area
about me

L E A R N I N G S K I L L S 119
Johari Window Lesson 12

As we started to relax and feel more comfortable, we shared more infor-

mation about ourselves. Our arena became bigger.

Things I know Things I don’t know

about myself about myself

(Opening Up)

Things others
Blind Spot
Arena
know about me

Unknown Area
Things others
Hidden Arena
don’t know
about me

Exercise:
Take out a piece of paper. I want you to split it into twos. I want you to
write about what you see in another person in the class. After you finish I
want you to share with the other person what you see in them.
Things I know Things I don’t know
about myself about myself

Things others
know about me Arena Blind Spot

Things others
don’t know Hidden Arena Unknown Area
about me

How many were surprised about what the other person saw in you?
How many learned something new about themselves?

It is surprising what other people see in us and know about us. We don’t
even realize that we are communicating that information. This goes back
to the communication process where we are always communicating some-
thing whether it is verbal or nonverbal. We can not NOT communicate.

So, as we get new information from others our blind spot starts to shrink
and the arena becomes larger.

120 L E A R N I N G S K I L L S
Johari Window Lesson 12

Look at what is happening to the hidden and unknown areas as we open

up and receive feedback from others. They are shrinking. It is the same
thing at work. As we begin to trust and get along with our co-workers,
our arena grows.

• What does all this mean to you?

• Why is this important?
• How can you use this information?
— At work?
— At home with the family?
— In the community with friends and neighbors?

Things I know Things I don’t know

about myself about myself

(Opening Up)

Things others
Blind Spot
Arena
know about me
(Feedback)
Unknown Area
Things others
Hidden Arena
don’t know
about me

Conclusion
Teaching Tips

Summary: Okay, I want you to summarize this lesson and review the key Let the students
concepts. practice summarization
and memory skills. Fill in the
See how well you did. This is another one of those easy lessons you can
gaps.
take home and teach your children and others.

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.

Close: Life is about learning and growing. Aha! Lifelong learning.

L E A R N I N G S K I L L S 121
A MODEL FOR
SOLICITING AND
GIVING FEEDBACK

The process of giving and receiving feedback is one of the most important concepts in laboratory
training. It is through feedback that we implement the poet’s words, “to see ourselves as others
see us.” It is also through feedback that other people know how we see them. Feedback is a
verbal or nonverbal communication to a person or group providing them with information as to
how their behavior is affecting you or the state of you’re here-and-now feelings and perceptions
(giving feedback or self-disclosure). Feedback is also a reaction by others, usually in terms of
their feelings and perceptions, as to how your behavior is affecting them (receiving feedback).
The term was originally borrowed from electrical engineering by Kurt Lewin, one of the
founding fathers of laboratory training. In the field of rocketry, for example, each rocket has a
built-in apparatus, which sends messages to a steering mechanism on the ground. When the
rocket is off target, these messages come back to the steering mechanism, which makes
adjustments and puts the rocket back on target again. In laboratory training, the group acts a a
steering or corrective mechanism for individual members who, through the process of feedback,
can be kept on target in terms of their own learning goals.

The process of giving and receiving feedback can be illustrated through a model called the Johari
Window. The window was originally developed by two psychologists, Joseph Luft and Harry
Ingham, for their program in group process. The model can be looked upon as a communication
window through which you give and receive information about yourself and others.

2
SELF
Solicits Feedback
Things I Know Things I Don’t Know

Things
They
ARENA BLIND SPOT
Know
Gives Feedback
Self-Disclosure
GROUP

or

Things
They FAÇADE
Don’t (Hidden Area) UNKNOWN
Know

UNCONSCIOUS

Looking at the four panes in terms of columns and rows, the two columns represent the self and
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.” Row one contains “things that
the group knows about me”; row two contains “things that the group does not know about me.”
The information contained in these rows and columns is not static but 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, called the Arena, contains things that I know about myself and about which the
group knows. It is an area characterized by free and open exchange of information between
myself and others. The behavior here is public and available to everyone. The Arena increases
in size as the level of trust increases between individuals or between the individual and his group
and more information, particularly personally relevant information is shared.

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 communicate all kinds of
information of which I am not aware, but which is being picked up by other people. This
information may be in the form of verbal cues, mannerism, the way I say things, or the style in
which I relate to others. The extent to which we are insensitive to much of our own behavior and
what it may communicate to others can be quite surprising and disconcerting. For example, a
group member once told one that every time I was asked to comment on some personal or group
issue, I always coughed before I answered.

3
In pane three are things that I know about myself but of which the group is unaware. For one
reason or another, I keep this information hidden from them. My fear may be that if the group
knew of my feelings, perceptions, and opinions about the group or individuals in the group, they
might reject, attack, or hurt me in some way. As a consequence, I withhold this information.
This pane is called the “Façade” or “Hidden Area.” One of the reasons I may keep this
information to myself is that I do not see the supportive elements in the group. My assumption is
that if I start revealing my feelings, thoughts, and reactions, group members might judge me
negatively. I cannot find out, however, how members will really react unless I test these
assumptions and reveal something of myself. In other words, if I do not take some risks, I will
never learn the reality or unreality of my assumptions. On the other hand, I may keep certain
kinds of information to myself when my motives for doing so are to control or manipulate others.

The last pane contains things that neither the group nor myself knows about me. Some of this
material may be so far below the surface that I may never become aware of it. Other material,
however, may be below the surface of awareness to both myself and the group but can be made
public through an exchange of feedback. This area is called the “Unknown” and may represent
such things as intrapersonal dynamics, early childhood memories, latent potentialities, and
unrecognized resources. Since the internal boundaries can move backward and forward or up
and down as a consequence of soliciting or giving feedback, it would be possible to have a
window in which there would be no Unknown. Since knowing all about oneself is extremely
unlikely, the Unknown in the Model illustrated is extended so that part of it will always remain
unknown. If you are inclined to think in Freudian terms, you can call this extension the
“Unconscious.”

One goal we may set for ourselves in the group setting is to decrease our Blind Spots, i.e., move
the vertical line to the right. How can I reduce my Blind Spot? Since this area contains
information that the group members know about me but of which I am unaware, the only way I
can increase my awareness of this material is to get feedback from the group. As a consequence,
I need to develop a receptive attitude to encourage group members to give me feedback. That is,
I need to actively solicit feedback from grou0p members in such a way that they will feel
comfortable in giving it to me. The more I do this, the more the vertical line will move to the
right.

4
SOLICIT FEEDBACK

A BS

F U

Another goal we may set for ourselves, in terms of our model, is to reduce our Façade, i.e., move
the horizontal line down. How can I reduce my Façade? Since this area contains information
that I have been keeping from the group, I can reduce my Façade by giving feedback to the
group or group members concerning my reactions to what is going on in the group and inside of
me. In this instance, I am giving feedback or disclosing myself in terms of my perceptions.
Through his process the group knows where I stand and does not need to guess about or interpret
what my behavior means. The more self-disclosure and feedback I give, the farther down I push
the horizontal line.

G
I
V
E A BS
F
E
E
D
B
A
C
K F U

5
You will notice that while we are reducing our Blind Spots and Facades through the process of
giving and soliciting feedback, we are, at the same time, increasing that size of our Arena or
public area.

In the process of giving and asking for feedback some people tend to do much more of one than
the other, thereby creating an imbalance of these two behaviors. This imbalance may have
consequences in terms of the individual’s effectiveness in the group and group members’
reactions to him. The size and shape of the Arena, therefore, is a feedback. In order to give you
some idea of how to interpret windows, I would like to describe four different shapes, which
characterize extreme ratios in terms of soliciting and giving feedback. These descriptions will
give you some idea of how people, characterized by these windows, might appear to others in a
group setting.

A B A B A B
A BS

F U F U F U
F U

1 2 3 4
IDEAL INTERVIEWER BULL-IN TURTLE
CHINA-SHOP

Number one is an “Ideal Window” in a group situation or in any other relationship that is
significant to the person. The size of the Arena increases as the level of trust in the group
increases, and the norms that have been developed for giving and receiving feedback facilitate
this kind of exchange. The large Arena suggests that much of the person’s behavior is
aboveboard and open to other group members. As a consequence, there is less tendency for
other members to interpret (or misinterpret) or project more personal meanings into the person’s
behavior. Very little guesswork is needed to understand what the person trying to do or
communicate when his interactions are open both in terms of soliciting and giving feedback.
The persons with whom you have casual acquaintance relationships you have with them. It is
important to note, however, in your group or with some of your more significant relationships,
that when most of your feelings, perceptions, and opinions are public, neither person has to
engage in game behavior.

The large Façade in window number two suggests a person whose characteristic participation
style is to ask questions of the group but not to give information or feedback. Thus the size of
the Façade is inversely related to the amount of information or feedback flowing out from the
individual. He responds to the group norm to maintain a reasonable level of participation,

6
however, by soliciting information. Many of his interventions are in the form of: “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 about the group?” He wants to know where other
people stand before he commits himself. You will notice that his “soliciting feedback” arrow is
long, whereas his “giving feedback” arrow is short. Since this person does not commit himself
in the group, it is hard to know where he stands on issues. At some point in the group’s history,
other members may confront him with a statement similar to “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.

Window number three has a large Blind Spot. This person maintains his level of interaction
primarily by giving feedback but soliciting very little. His participation style is to tell the group
what he thinks of them, how he feels about what is going on in the group, and where he stands on
group issues. Sometimes he may lash out at group members or criticize the group as a whole,
believing that he is being open and aboveboard. For one reason or other, however, he either
appears to be insensitive to the feedback given to him or does not hear what group members tell
him. He may either be a poor listener or he may respond to feedback in such a way that group
members are reluctant to continue to give him feedback, e.g., gets angry, cries, threatens to leave.
As a consequence, he does not know how he is coming across to other people or what his impact
is on them. Because he does not appear to utilize the corrective function (reality) of group
feedback, many of his reactions or self-disclosures appear out of touch, evasive, or distorted.
The result of his one-way communication (from him to others) is that he persists in behaving
ineffectively. Since he is insensitive to the steering functions of the group, he does not know
what behaviors to change. His “soliciting feedback” arrow is very short while his “giving
feedback” arrow is long. This style of interaction comes across as a “Bull0in-the-china-Shop.”

The last window, having the large Unknown, represents the person who does not know much
about himself, nor does the group know much about him. He may be the silent member or the
“observer” in the group who neither gives nor asks for feedback. As you can see in window
number four, the “soliciting” and “giving feedback” arrows are very short. He is the mystery
man in the group because it is difficult for group members to know where this person stands in
the group or where they stand with him. He appears to have a shell around him, which insulates
him from other group members. When confronted about his lack of participation he may
respond with, “I learn more by listening.” Group members who are not actively involved in the
group or who do not participate get very little feedback because they do not provide the group
with any data to which they can react. The person who is very active in the group exposes more
facets of himself and provides the group members with more information about which they can
give feedback. While this kind of exchange may cause the active participant some discomfort,
he learns considerably more than the low participant who does not give or solicit feedback. The
person characterizing this window is called the “Turtle” because his shell keeps people from
getting in and himself from getting out. It takes a considerable amount of energy to maintain an
Arena this small in a group situation because of the pressure which group norms exert against
this kind of behavior. Energy channeled in maintaining a closed system is not available for self-
exploration and personal growth.

7
The goal of soliciting feedback and self-disclosure or giving feedback is to move information
from the Blind Spot and the Façade into the Arena, where it is available to everyone. In
addition, through the process of giving and receiving feedback, new information can move from
the Unknown into the Arena. A person may have an “aha” experience when he suddenly
perceives a relationship between a here-and-now transaction in the group and some previous
event. Movement of information from the Unknown into the Arena can be called “insight” or
“inspiration.”

It is not an easy task to give feedback in such a way that it can be received without threat to the
other person. This technique requires practice in developing sensitivity to other people’s needs
and being able to put oneself in other people’s shoes. Some people feel that giving and receiving
feedback cannot be learned solely by practice but requires a basic philosophy or set of values,
which must first be learned. This basic philosophy is that the individual be accepting of himself
and others. As this acceptance of self and others increases, the need to give feedback, which can
be construed as evaluative or judgmental decreases.