The New Johari Window #24. Quadrant Two: Three Schools of Thought

The New Johari Window #24. Quadrant Two: Three Schools of Thought

As in the case of Quad One, some rich insights regarding Quad Two can be derived from consideration of the differing perspectives on this quadrant that are offered by the American, British and Continental schools.

The American School

The American School attends to the dynamics of Q2 from two fundamental assumptions. First, it is assumed that Q2 feedback is “real” and “accurate.” If this feedback is not “real” and “accurate” that is because the person giving the feedback is either lying or for some reason has a distorted picture of the feedback recipient. This represents the “objectivist” stance of the American School. Somehow and somewhere there is a firm reality and an honest and competent (two elements of trust) observer who can accurately see and report on the behavior of another person. As we shall see, the British and Continental Schools assume a more “constructive” stance, believing that reality is constructed rather than observed and that feedback inevitably says as much about the sender as the receiver.

The second American School assumption (or bias) concerns the expansion of Q1. The bigger Q1 is the better it is for a relationship. This is why the original Johari Window was so often misunderstood by many American practitioners. It was assumed that the Window called on one to give feedback (as well as disclose to others, as we shall discuss in Chapter Seven). This is somewhat understandable given the origins of the Window in group dynamics workshops, where extensive feedback was the norm. However, as the movie, Bob, Ted, Carol and Alice so humorously (and painfully) illustrated, indiscriminate feedback outside the protected (and artificial) settings of the encounter group can be quite destructive.

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William Bergquist

William BergquistWilliam Bergquist, Ph.D. An international coach and consultant, professor in the fields of psychology, management and public administration, author of more than 45 books, and president of a graduate school of psychology. Dr. Bergquist consults on and writes about personal, group, organizational and societal transitions and transformations. His published work ranges from the personal transitions of men and women in their 50s and the struggles of men and women in recovering from strokes to the experiences of freedom among the men and women of Eastern Europe following the collapse of the Soviet Union. In recent years, Bergquist has focused on the processes of organizational coaching. He is coauthor with Agnes Mura of coachbook, co-founder of the International Journal of Coaching in Organizations and co-founder of the International Consortium for Coaching in Organizations. His graduate school (The Professional School of Psychology: www.psychology.edu) offers Master and Doctoral degrees in both clinical and organizational psychology to mature, accomplished adults.

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