Feedback

Dr Simon Hall

Johari Window

Disclosure/Feedback model of awareness known as the Johari Window, named after Joseph Luft and Harry Ingham. It was first used in an information session at the Western Training Laboratory in Group Development in 1955.

Johari Window

Known to Self

Unknown to Self

Known to Others

Open Blind

Unknown to Others

Hidden Unknown

Johari Window

Open: The open area is that part of our conscious self - our attitudes, behaviour, motivation, values, way of life - of which we are aware and which is known to others. We move within this area with freedom. We are "open books".

Johari Window

Hidden: Our hidden area cannot be known to others unless we disclose it. There is that which we freely keep within ourselves, and that which we retain out of fear. The degree to which we share ourselves with others (disclosure) is the degree to which we can be known.

Johari Window

Blind: There are things about ourselves which we do not know, but that others can see more clearly; or things we imagine to be true of ourselves for a variety of reasons but that others do not see at all.  When others say what they see (feedback), in a supportive, responsible way, and we are able to hear it; in that way we are able to test the reality of who we are and are able to grow.

Johari Window

Unknown:  We are more rich and complex

than that which we and others know, but

from time to time something happens – is

felt, read, heard, dreamed - something from

our unconscious is revealed.  Then we

"know" what we have never "known" before.

Examples

• Positive and Negative?

• Feelings and Thoughts?

• Insight and Reflection?

• Learning and Planning?

• Facilitate Change?

Skills

• Active Listening• Response to Cues• Open Questions• Challenge• Summarising• Reflection• A Consultation?

Pendleton

• Clarify any points of information/fact • Ask the learner what s/he did well – ensure that

they identify the strengths of the performance and do not stray into weaknesses.

• Discuss what went well, adding your own observations

• Ask the learner to say what went less well and what they would do differently next time.

• Discuss what went less well, adding your own observations and recommendations

SET-GO

• Group members to base their feedback on:

• 1. What I Saw• descriptive, specific, non - judgmental

• Facilitator to prompt if necessary with either or both of:

• 2. What Else did you see• what happened next in descriptive terms

• 3. What do you Think John?• reflecting back to the doctor on the video who is then given an opportunity to • acknowledge and problem solve himself

• Facilitator then to get the whole group to problem solve

• 1. Can we clarify what Goal we would like to achieve

• outcome-based approach

• 2. Any Offers of how we should get there• suggestions, alternatives to be rehearsed if possible

Do

• Give it with Care• Let the recipient invite it• Encourage self-criticism• Be specific• Outline the positive• Avoid evaluative judgements• Make the feedback actionable• Balance the positive and negative• Balance the timing of the positives and negatives• Choose the right time and place

Don’t

• Deny the other persons feelings• Be vague• Accuse• Take for granted the person has understood• Bring in third parties• Be negative• Be destructive• Be judgemental• Bring up behaviours that the person cannot help• Be overly impressed• Be aggressive

A Mnemonic

• Approach• Sensitive to the person and their learning agenda

• Balance• Of positives and negatives as per Pendleton.• Credits to exceed Withdrawals to avoid an “Emotional Overdraft”

• Change• To facilitate Change by Active Listening, responding to Cues to and providing

Challenge. • To identify their problem and, through skill rehearsal, to work on their solution.• As per SET GO

• Description• Feedback based on fact and not on opinion throughout.

• Exact• Feedback focusing on specific areas throughout.