The Window of Interpersonal Communication
Johari window is a compact conceptual model for description, evaluation and forecast of aspects of the interpersonal communication. By the quadrats we present and receive information about ourselves and the others. The streams are dynamic. By the model we can see movements from one quadrat to another as rising and falling tides of trust, as actors exchanging feedbacks. The size of the quadrats can expand or decrease.
|Known to ourselves||Not known to ourselves|
|Known to others||Arena/Public self
Information that everyone knows.
|Blank area/Blind self
Information that the person does not know or acknowledge (denies), but others do know. (Feedback)
|Not known to others||Facade/Private self
Private information known only by the person. Others can only infer this information.
Information no one knows; The others must make inferences about aspects of the person’s personality that he or she is in denial or unaware of (hidden potential).
Public (open) self
This quadrat presents the free and open information sharing between me and the others, the public behavior accessible to everyone. The size of the quadrat increases as much as the trust between me and the other increases, as much as the information (the specific, related personally to me information) is shared. This is the information that concerns us personally, which every side finds useful.
For one reason or another I keep my information hidden – fear, risk of influences, demands and insecurity. One reason for my façade can be that I do not feel supported at home or at work. Maybe I want to protect myself from being criticized.
It is possible to guard certain type of information secret to support or protect the people around me. My motives can be:
- Egoistic – I want to control the situation and not revealing myself complies with my tactics
- Selfless – If I believe that the tactics of no revealing of myself can be useful
The tact, the diplomacy even the hidden offence can be features of out private personality. Keeping to ourselves a certain point of view no matter what we feel towards the other side can be a useful behavior. The “privacy” can protect us or the others. The private personality is controlled.
Blind Spot (Blind self)
When I (the ego) works with the others, all types of information are exchanged which you do not realize but the others do. How? With verbal keys, the manner, the way in which you say things or your style of connecting to the others. The limit up to which I am insensible about my behavior which touches the others can be surprising and confusing.
The blind spot is very important in relation to the personal development. Many of us know and realize that the others discover things that we do or say. Your behavior, the expression on your forehead, the tone of your voice can belie the contents of the message. Those can be our eccentric features. They can be like a bull in a China shop – behaviors to which the others find it hard to react, get hurt, irritated or worried. The way in which this worsens our relationships with the others depends from their attitudes towards us and their capacity to adapt to our behavior (their tolerance and flexibility).
The blind spot requires high level of awareness and self-control. When you look at yourself in the mirror you see yourself in the way you want to see yourself.
What influences me can be under the surface of what is realized by the both sides. We probably have unknown resources or features. The learning possibilities and the exchange of feedback in a supportive way allow those influences to go on to the surface and to reveal themselves but, only if we want that.
Johari’s window is a useful tool for trainers working in a team, managers and even members of the family who can evaluate their interpersonal positions and analyze their experiences. When the conditions of the feedback and the learning are appropriate the model of Johari offers to us an analytical frame where it is easier to see ourselves with the eyes of the others.
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The training program “Training of Trainers” is an educational product that is currently missing in the partner countries – Bulgaria, Cyprus and Romania. Due to the early stage of development of the youth sector and youth work in these countries the educational materials aimed at non-formal learning are still limited and insufficient. The lack of adequate educational framework for training of youth workers in the field of formal education leads to inefficient use of the capacity of professionals.
This course fills a gap in the youth sector, namely the need of methodologies for the preparation of trainers, who are able to train youth workers. This course will set the basis for the preparation of teams of trainers of youth workers. The course will serve the goal of development of youth work in the participating countries and other interested parties. A large number of youth workers can be trained according to the methodology at national and international level to use and promote non-formal learning as a tool to enhance the realization of young people in the labor market and increase their social cohesion.
Part 1 General concepts
- Lesson 1 – What is a trainer? Ethics, morality and responsibility – video
- Lesson 1 – What is a trainer? Ethics, morality and responsibility – text
- Lesson 2 – Principles of Non-formal learning – text
- Lesson 2 – Principles of non-formal learning – web links
- Lesson 2- Principles of non-formal learning – tips and tricks
- Ask yourself – Check your values – reflection
Part 2 Theoretical framework
- Lesson 3 – Most influential theories of learning – text
- Lesson 3 – Most influential theories of learning – web links
- Lesson 4 – Learning Pyramid (Edgar Dales Cone Of Experience) – text
- Lesson 4 – Learning Pyramid (Edgar Dales Cone Of Experience) – web links
- Lesson 5 – Holistic Teaching and Learning 1 – Whole-brain learning – text
- Lesson 5 – Holistic Teaching and Learning 2 – Cooperative learning – text
- Lesson 5 – Holistic Teaching and Learning 3 – Knowledge of whole systems – text
- Lesson 5 – Holistic Teaching and Learning 4 – How to Use the Brain More Effectively – video
- Lesson 6 – Theory of Self-Directed Learning – text
- Lesson 7 – Multiple Intelligence Theory – text
- Lesson 7 – Multiple Intelligence Theory – video
- Lesson 7 – Multiple Intelligence Theory – web links
- Lesson 8 – Social Learning Theory – text
- Lesson 8 – Social Learning Theory – video
- Lesson 9 – Self-efficacy – text
- Lesson 9 – Self-efficacy – video
- Lesson 10 – Experiential learning theory – text
- Lesson 10 – Experiential learning theory – video
- Lesson 11 – Model of Learning styles – text
- Lesson 12 – Learning motivation – text
- Lesson 13 – Learning flow – text
- Lesson 13 – Learning flow – video and web links
- Lesson 14 – The four stages of competence – text and web links
- Lesson 15 – Key competences for lifelong learning – text
- Lesson 16 – Facilitation, Coaching, Mentoring and Training – text
- Lesson 16 – Facilitation, Coaching, Mentoring and Training – video and web links
- Lesson 17 – Developmental Stages of Youth – text
- Lesson 18 – Characteristics of Adult Learners – text
Part 3 Practical skills
- Lesson 19 – Setting learning goals – tips and tricks
- Lesson 20 – Taxonomy of learning goals – text
- Ask yourself – Learning goals vs. Learners needs – reflection
- Lesson 21 – Group Dynamics and Social learning: The Layers Effect – text
- Lesson 22 – Working with groups: Stages of Group Development (group dynamics) 1 – text
- Lesson 22 – Working with groups: Stages of Group Development (group dynamics) 2 – text
- Lesson 22 – Working with groups: Stages of Group Development (group dynamics) 3 – text
- Lesson 22 – Working with groups: Non-formal Methods – video
- Lesson 22 – Working with groups: Before taking action – tips and tricks
- Lesson 22 – Working with groups: Activities collection – try this
- Ask yourself – Group dynamics processes – reflection
- Lesson 23 – Assignment of Activities – text
- Lesson 24 – Communication: Johari window – text
- Lesson 24 – Communication: Listening – text
- Lesson 24 – Communication: Giving and receiving feedback – text
- Lesson 24 – Communication: How to deal with disruptive behavior – text
- Lesson 24 – Communication – tips and tricks
- Lesson 25 – Working in team of trainers – text
- Lesson 26 – The Art of Co-Working – text
- Ask yourself – Team work – reflection
- Lesson 27 – Active reviewing – text
- Lesson 27 – Active reviewing – video
- Lesson 27 – Active reviewing – web links
- Lesson 28 – Debriefing Experiential Learning Exercises – text
- Lesson 29 – Six phases of debriefing – text
- Lesson 30 – Learning methods – text
- Lesson 31 – Training design: ADDIE Model – text
- Lesson 31 – Training design: Construction of the training program – text
- Ask yourself – Training design – reflection
- Lesson 31 – Training design: Process activities – text
- Lesson 31 – Training design: Secret of Happiness – try this
- Ask yourself – Training design – reflection
- Lesson 32 – Training delivery: Things to Pay Attention to during a session – text
- Lesson 32 – Training delivery: Guidelines for the use of interactive games and activities – tips and tricks
- Lesson 33 – Training evaluation – text
- Lesson 33 – Training evaluation – web links
- Lesson 33 – Training evaluation – try this
- Lesson 34 – Training aids: Analogies – text
- Lesson 34 – Training aids: Storytelling – text
- Lesson 34 – Training aids: Storytelling – web links and tools
- Lesson 34 – Training aids: Storytelling – tips and tricks
- Lesson 34 – Training aids: Visuals – text
- Lesson 34 – Training aids: Visuals – web links
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