Interpersonal skills & Quadrants of Johari window

1. THRESHOLDS OF INTERPERSONAL
BEHAVIOUR
Trisha
Asst. Prof.

2. INTERPERSONAL SKILLS
 Interpersonal skills are the tools people use to interact
and communicate with individuals in an organizational
environment.
 People who have worked on developing strong
interpersonal skills are usually more successful in both
their professional and personal lives.

3. THE BASIC SKILLS PRACTICED BY INTERPERSONALLY
COMPETENT PEOPLE
 Verbal Communication - What we say and how we say it.
 Non-Verbal Communication - What we communicate
without words.
 Listening Skills - How we interpret both the verbal and
non-verbal messages sent by others.
 Negotiation - Working with others to find a mutually
agreeable outcome.
 Problem Solving - Working with others to identify, define
and solve problems.
 Decision Making – Exploring and analysing options to
make sound decisions.
 Assertiveness – Communicating our values, ideas,
beliefs, opinions, needs and wants freely.

4. BEHAVIOUR AND SKILLS APPROACH TO
INTERPERSONAL
 The term “Interpersonal” refers to relationships and
interactions with bosses, leaders, subordinates, peers,
suppliers and customers
 The term ‘skill’ in the behavioural science is defined as “a
talent or ability that comes from deliberate, systematic, and
sustained effort.”
 ‘Ability’, is our capacity for action we have, is decided on
the basis of the kind of our interpersonal relationships and
the way we manage them
 When someone exercises the qualitative aspects of a skill
such as effectiveness or appropriateness, we judge that
person as competent.

5. INTERPERSONAL RELATIONSHIP AND MANAGEMENT OF
BOUNDARIES
 Creating or perceiving and managing the limits that mark
and separate territories are known as boundaries.
 Management of Boundaries means the effectiveness of
the interpersonal relationship is affected by the degree to
which these boundaries are managed.
 Types of Boundaries:
• Task Boundary
• Time Boundary
• Territorial Boundary

6.  Task Boundary- The dedication with which you
complete your task and coordinates it with others.
 Time boundary- The extent to which you manage your
time.
 Territorial Boundary - Boundaries establish what is
acceptable workplace behavior and how this behavior
affects the way workers communicate with one
another. Boundaries also establish rules. They are
beneficial in the workplace because they help workers
understand their individual roles and responsibilities.

7. THE ROLE OF THREAT AND TRUST FORMATION IN
INTERPERSONAL RELATIONSHIPS
 Threat:
When the possibility for harm and loss exists, a cooperative project may
appear as a threat to participants’ goals, concerns, and wellbeing rather
than appearing as an opportunity for joint gain which cannot be made
individually by either party alone.
Three major sources of risk and harm:
• Opportunism
• Neglect by others interests and concerns important to self
• Identity damage during interactions
 Trust:
Developing trust can be difficult even if we acknowledge its importance.
This is because trusting person is often vulnerable and so reluctant to
or fearful of trusting
The following can help build trust:
• Manage negative emotions
• Facilitate the other party in trusting us through threat regulation

8. JOHARI WINDOW
 The Johari Window model is a simple and useful tool
for illustrating and improving self-awareness, and
mutual understanding between individuals within a
group. This model can also be used to assess and
improve a group's relationship with other groups.
 It was developed by American psychologists Joseph
Luft and Harry Ingham in the 1950's, calling it 'Johari'
after combining their first names, Joe and Harry.
 It lays emphasis on behaviour, empathy, cooperation,
inter-group development and interpersonal
development

9.  Also referred to as a 'disclosure/feedback model of self
awareness', and an 'information processing tool' „.
 Represents information - feelings, experience, views,
attitudes, skills, intentions, motivation, etc - within or
about a person - in relation to their team, from four
perspectives.
 Can also be used to represent the same information for
a team in relation to other teams.

11. JOHARI WINDOW FOUR REGIONS
1. Open area, open self, free area, free self, or 'the
arena‘: what is known by the person about him/herself
and is also known by others .
2. Blind area, blind self, or 'blindspot’: what is
unknown by the person about him/herself but which
others know .
3. Hidden area, hidden self, avoided area, avoided
self or 'façade’: what the person knows about
him/herself that others do not know .
4. Unknown area or unknown self: what is unknown by
the person about him/herself and is also unknown by
others.

12. JOHARI QUADRANT 1
 Open self/area‘, 'free area‘, 'public area', 'arena‘ „ Also
known as the 'area of free activity‘.
 „ Information about the person - behaviour, attitude,
feelings, emotion, knowledge, experience, skills, views,
etc - known by the person ('the self') and known by the
team ('others'). „
 The aim in any team is 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, and
the team is at its most productive too „.
 The open free area, or 'the arena‘ - the space where
good communications and cooperation occur, free from
distractions, mistrust, confusion, conflict and
misunderstanding

13. JOHARI QUADRANT 2
 ‘Blind self' or 'blind area' or 'blindspot‘: what is known about a
person by others in the group, but is unknown by the person
him/herself .
 „ Could also be referred to as ignorance about oneself, or
issues in which one is deluded.
 „Not an effective or productive space for individuals or groups „.
 Also include issues that others are deliberately withholding
from a person „.
 The aim is to reduce this area by seeking or soliciting
feedback from others and thereby to increase the open area,
i.e., to increase self-awareness .
 Team members and managers take responsibility for reducing
the blind area - in turn increasing the open area - by giving
sensitive feedback and encouraging disclosure „.
 Managers promote a climate of non-judgemental feedback,
and group response to individual disclosure, and reduce fear

14. JOHARI QUADRANT 3
 ‘Hidden self' or 'hidden area' or 'avoided self/area' or 'facade' „What
is known to ourselves but kept hidden from, and therefore unknown,
to others.
 „Represents information, feelings, etc, anything that a person knows
about him/self, but which is not revealed or is kept hidden from
others.
 „ Also include sensitivities, fears, hidden agendas, manipulative
intentions, secrets - anything that a person knows but does not
reveal „.
 Relevant hidden information and feelings, etc, should be moved
into the open area through the process of 'self-disclosure' and
'exposure process' .
 Organizational culture and working atmosphere have a major
influence on team members' preparedness to disclose their hidden
selves .
 „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

15. JOHARI QUADRANT 4
 ‘Unknown self‘, 'area of unknown activity‘, 'unknown area‘.
 „Information, feelings, latent abilities, aptitudes, experiences etc, that are
unknown to the person him/herself and unknown to others in the group.
 Can be prompted through self-discovery or observation by others, or
through collective or mutual discovery „
 Counselling can also uncover unknown issues.
 Again as with disclosure and soliciting feedback, the process of self
discovery is a sensitive one .
 Uncovering 'hidden talents' - that is unknown aptitudes and skills, not to
be confused with developing the Johari 'hidden area' - is another aspect
of developing the unknown area, and is not so sensitive as unknown
feelings „.
 Managers and leaders can create an environment that encourages
selfdiscovery, and to promote the processes of self discovery,
constructive observation and feedback among team members „.
 The unknown area could also include repressed or subconscious
feelings rooted in formative events and traumatic past experiences,
which can stay unknown for a lifetime

17. TIPS TO IMPROVE INTERPERSONAL SKILLS
 Smile
 Be Appreciate
 Pay Attention
 Practice Active Listening
 Bring People Together
 Resolve Conflicts
 Communicate Clearly
 Humor Them
 Empathy/See It On Their Side
 Don’t Complain (Too much)

18. Thank
you