Johari Quadrants Model - Essay Example

Johari Quadrants Name: Course: Tutor: Institution: Date: Table of Contents Table of Contents 2 1.0 Introduction 3 2.0 Open Free Area 3 3.0 Blind Area 5 4.0 Hidden Area 6 5.0 Conclusion 7 References 8 1.0 Introduction My interaction in the course group sessions has played a significant and crucial role in developing and shaping my personality. In this regard, in order to critically evaluate these implications, this evaluation report offers a personal reflection analysis using the Johari quadrant. In particular, the report focuses on the first three segments of the quadrant namely the open free area, the blind area and the hidden area segments respectively. 2.0 Open Free Area Baker (2014) described an open free area as a personality perception area open to both an individual and the group peers. In this regard, an open area represents the traits and aspects that are known to both the individual and the third parties surrounding them. In my case, at the start of my participation in the respective course study groups, I had a relatively small open space. In this regard, this was because of my minimal interactions with peers in other areas, and thus they had little knowledge of my personality. Moreover, the lack of feedbacks reduced my personal understanding of my actions and personality. As such, one thing I noted was the gradual increase and expansion of my open area as I intensified my participation in the respective groups. One of the free areas I recognized and exhibited was my effective communication skills. In this regard, I was actively involved in the group discussion sessions. Initially, I had not participated in debates and group discussions with my peers’ and classmates. As such, a majority of them were unaware of my effective communication skills, especially in my written and spoken English fluency. As such, with increased participation in the group sessions, I, similar to my peers came to appreciate my proficiency in communication. In fact, based on this free area trait recognition, the group mandated me to present our group findings to the rest of the course peer, when we organized for an inter-group discussion session on the respective selected business plans and structures. In addition, through the group sessions and interactions, I acknowledged an additional trait in my free area being that of punctuality. In this regard, for all the group session meetings planned, I was often early and arrived at the venue on time. In this case, the group members appreciated my time conscious and management efficiency over time. Although the early arrival, presence was perceived as a normal Phenomenon initially, the group and I came to appreciate that it is an inherent trait unique from the rest. As such, this allowed for the development and expansion of my free area in the group sessions respectively. In this case, I realized that I had a time management trait that allowed me to allocate respective timelines for my planned activities well in advance. In this connection, the group realizing my efficiency and competency in time management allocated me the planning function in the sessions. As such, I served as the key functions follow-up hub to ensure that respective responsibilities and duties allocated to the different team members were completed and executed on time. Finally, as I participated in the group sessions, my free and open areas expanded exponentially to include the team realization of my professionalism in the group sessions. Personally, I have always advocated and sought to act and serve in an ethical and professional manner in all my practices and dealings. However, this was not known to the rest of the team members prior to our engaging and participating in the group sessions. Consequently, the exhibition of these traits in the various group sessions expanded my open space to the members in the long run period. 3.0 Blind Area Everyone has their blind area. In this regard, as Walshe and Smith (2011, p.413) noted, the blind area represents the aspect in which individual lack information and awareness of its presence. However, the third parties and those residing in the individual have an understanding of the area. In this case, interactions and participations in respective groups allow the soliciting of feedbacks and information from the third parties. My personal experience in the respective course study groups enables me reduce my blind area. In this regard, through interactions with the various group members, and the group policy of honesty and transparency, I was able to identify some of my blind area traits and characteristics. Subsequently, I developed a process of improving, retaining or eliminating them in the long run period, as my blind area decreased with an increasing free area. One of the traits of my blind area I realized was my equality perception. In this regard, although, without my awareness, my group members told me that I always argued for the equality of all members. In this regard, a majority of the members applauded me for my indifference in relating and treating the group members regardless of the cultural differences or gender. In this case, upon my realization of this trait, I developed a personal initiative and strategy to ensure that I retain it into the future, not just in school, but also when I join the job market to ensure good team relations and possible job functions success into the future. Moreover, the team hinted to me that I was a bit impatient. In this regard, this as the members told me was, especially with the late comers to the agreed group sessions. Consequently, I seek to develop a work plan and strategy to overcome the challenge I seek to develop a working approach to enhance my patience with other members. In this case, although some perceived it as a positive trait to ensure regulation conformance in my future career in managing staff, I recognize that it is a negative trait likely to damage and destroy relationships with peers in groups and future working environments in uncontrolled. Finally, as an additional demonstration of how the group relations and peer feedbacks allowed me to reduce my blind area was with the realization of my resilience to criticism. In this case, my group members noted that unlike most of my peers who were often upset and agitated upon criticism of their views and opinions, I exhibited a more accommodating approach. In this case, they made me understand that I was open to criticism and often valued and regarded the other members’ opinions. This unexpected realization made me realize that I had the potential and the ability to work and function in teams and groups. As Gladwell (2008, p.73) argued, one of the essential functions and operational traits that a successful team and group player should possess is the ability to allow for criticism, as well as respective other team members opinions. Therefore, in order to enjoy these traits’ merits, I resolved to continue with my open-minded approach in discussions and interactions to allow for increased learning. At this stage, I realized that a part of my good communication skills were based on this hidden trait that allowed me to not only speak, but also listen to others accordingly. 4.0 Hidden Area The third part of the analysis model is the hidden area that represents an individual trait that they are aware of, but keep off from the public scrutiny and realization (“Mind Tool”, 2015). In this respect, although I actively interacted with my peers in the various group sessions, a majority of them did not realize or note my high emotional nature. In this regard, as an individual I am quick to anger. In this case, whenever the group members seemed reluctant to participate in the discussion process or even failed to complete their allocated tasks on time, I got very angry and often than not felt and meditated of leaving and joining a different group. However, because I have over the years realized the negative implications of my anger and often hasty decisions, I have mastered the art of taming and controlling my anger by containing it. Therefore, none of the group members realized how hot-tempered and slow to anger I am, despite our numerous and lengthy interactions. Moreover, despite our interactions, the group members did not realize my water phobia. Interestingly, this emerged when the grouped planned for a swimming bonding activity as part of the norming stage activities to create interactions and relations between the members. In order to guard and conceal my water phobia, especially in swimming, I faked a fever and thus justified my not swimming with the rest of the members: none of the members noted my fears. 5.0 Conclusion In summary, this model analysis of my free, blind, and hidden areas establishes that the group sessions have enabled me grow and develop my culture to a great extent. In this regard, it has subsequently enabled me to increase my free, open space for better relations and corporations, as well as reduce my blind space through critical and genuine response from the group members. However, the experiences have not in any way reduced my hidden space as I have successfully retained and hidden my anger emotions and water phobia. References Gladwell, M., 2008, Outliers: The story of success, Allen Lane, London. Mind Tools, 2015, The Johari Window Using Self-Discovery and Communication to Build Trust. Author. [Online] Available at [Accessed February 16, 2015]. Walshe, K., & Smith, J., 2011, Healthcare Management, McGraw-Hill/Open University Press Maidenhead, Berkshire, England. Baker, B., March 7, 2014, The Johari Window: How to Build Self-Awareness & Achieve Success. [Online] Available at [Accessed February 16, 2015]. Read More