Communication is an excellent medium through which one can transmit his feelings to others. Communication serves as a significant diagnostic tool that helps to reinstate the mental equilibrium of a specific individual. Based on diagnostic tools, an effective communication can be designed that will improve and mould the mental state of all the individuals. There are variegated communication tools that can be deployed for the purposes of diagnosis. In this assignment, I aim to use five diagnostic tools related to communication, such as Johari Window, Assertiveness Questionnaires, Communication Style Questionnaire, Interpersonal Commutation and Interview Checklist. With the help of these five diagnostic tools, I will analyze my own communication style in various domains such as verbal and non-verbal communication, active perception and enthusiastic listening.
The Johari Window represents a communication framework that is deployed to enhance the understanding between the individuals (Tran, 2016). The word ‘Johari’ is derived from the names of Joseph Luft and Harry Ingham, who concocted the framework in 1955. There are two principal ideas behind the development of the tool: Firstly, one can develop trust with other people by revealing information about oneself. Secondly, based on the feedback from others, one can learn about oneself and form a liaison with others. Based on the notion of the Johari window, one can assist team members comprehend the aspects of self-revelation. At the same time, one has to encourage the team members to develop informative feedback.
The Johari Window is discussed and explained within a four-quadrant grid.
Figure: Johari Window
Source: (Internet)
The four quadrants are enumerated as:
The first quadrant manifests the things that one has derived from oneself, and the things that others know about one. This area involves behavioural strategy and controls the whole gamut of knowledge, attitude and expertise. The Ideal Window manifests an excellent degree of trust in the group or in any singular relationship related to the particular person. If one remains in the window, then the size of the window expands because of the augmented trust that one share with the group. The expansive arena represents that one’s behaviour is open to the team members. They are acquainted with the behavioural traits of that person. Since they are familiar with one’s behavioural attributes, they do not require others to construe the meanings of the rendition. They comprehend one’s verbal and non-verbal words and gestures. They know that the feedback will be provided that particular familiar figure. In this section, I want to reflect on my own personal experience. I have chosen two key communication styles, verbal and non-verbal communication. Based on the Johari Window (open area), I am reflecting on the personal experience. For instance, my close friends of the university are very much acquainted with my behavioural patterns and attributes. To my belief, they know the in and out of me. Therefore, they do not require any medium to construe what I am transmitting to them. At the same time, I can share my trust level with them. Therefore, the scale of open area (quadrant area) exacerbates, if I remain with this group for the long time.
The blind window (Quadrant two) represents that a person religiously participates in the conversation by posing questions. However, the particular person does not reveal any information or give any feedback about the process of conversation. If one remains in the window, the length of the facade will be determined by the amount of information one transmits to others. For instance, I have to adhere to the team norms. By following the norms, I will reciprocate by inquiring about some information. I can participate in the conversation by posing questions such as: “what do you know about this?” “What is your opinion about the New York Fashion Event?” “What do you think about today’s conversation?” In this section, I want to remain abreast of other’s development before I reflect on my own thoughts. Here, I will not commit myself to the group. I will rather make the process difficult for my colleagues. I will not reveal any of my things to them. At the same time, other team members will ask me similar questions. They will pose similar statement and structure it in a diplomatic way. For instance, one member will ask me, “You are asking me about my opinion on New York Fashion Event, right? I think it’s a resplendent event. What is your opinion about the same? You never share anything with us, right? This ‘interview style’ will subsequently spawn a kind of distrust among the group members.
This domain manifests things that one knows about oneself. However, these things are not known by other persons. Hidden Area (Quadrant three) represents a person who takes part in the conversation by providing feedback to the group members. For instance, if I remain in this group, I will inform the group about my feelings and also discuss the issues with the group members. I will surely provide feedback on the input of the group members. At the same time, I may take pot-shots at the group members by ridiculing them or criticizing them as a composite whole. Their opinions and feedbacks will propel me into action. Under these circumstances, the members might get annoyed or offended by my opinionated conversation. This will culminate in the erosion of group’s trust and they will threaten to leave the conversation. In this way, it is difficult for me to understand the nature of the conversation. I will cast a bad impression on the group members. If I do not correct my action when I derive the feedback from the team, I will remain disconnected or disenchanted. This will affect my corporate image and distort my reputation throughout the corporate world. I will persist behaving ineffectively because of the one-way communication (from me to other members of the group). I am not sensitive towards the steering image and operation of the group; I have no cognizance of the amendment of the behaviour.
This domain reflects on things that are not known by the individual, but others have the cognizance of these things about that individual. The unknown area (Quadrant Four) explicates an individual who takes part in the conversation by observing words and gestures. If one remains in the window, then he does not have the cognizance of his doings. At the same time, the group is not much sure about that individual. The particular individual is the slight member of the group who does not ask question or gives any information about his existence. He remains like an uncanny individual in the group. In this section, the ‘soliciting’ and ‘providing feedback’ arrows are very short. Group members find it difficult to ascertain the nature of dealings with that particular individual. That person remains a secluded cocoon, which isolates him from other members of the group. For instance, if I am the part of the group and remain a silent observer for a long time. Subsequently, I will be confronted with certain intimidating questions that can break the level of trust and comfort. If they ask me why do I not participate in the conversation by posing questions? Then I will retort that I want to remain a passive listener and I learn more by listening to others.
The Johari window represents an excellent communication concept that helps to develop trust factor with other people. According to Satterlee et al., (2013), communication is a mechanism that is integral to transferring and comprehending information. Communication is considered to be objective-oriented. The goal of the communicator is to decode the message effectively. According to Darling & Beebe (2007), communication is the main process through which individuals can get integrated with all-encompassing objectives of a productive developing organization.
Figure: Four Panes of Johari Window
Source: David Keirsey and Marilyn Bates (1984)
Self-assiduity is the ability to confer conclusions, thoughts, needs, and slants in a prompt, certified, and reasonable way. People with an inert style tend to put the prerequisites of others before their own. This may be in light of the fact that they don’t believe they have the benefit to confirm themselves (Tran, 2016). Insistence incorporates hitting a home-run for one’s rights in a way that does not irritate others or keep the rights from guaranteeing others. They may assume that they are menial and that their needs are not adequately basic to make a protest about. These people tend to trust that they are unbalanced, or feeble, and thus encounter issues administering to themselves or settling all alone decisions. Then again, reserved people could feel that it is too difficult to ever act naturally guaranteed or that it is altogether less complex to allow others to settle on each one of the decisions. Though uninvolved people may not for the most part be content with the decisions made by others, it normally seems, by all accounts, to be less requesting to oblige the decisions and `keep the peace’ rather than make a gripe. The result may be low certainty, disheartening, shock, and various other enthusiastic or physical disagreements (McCabe and Timmins, 2013). Furthermore, people who are to a great degree reserved consistently lose the respect of others if they disregard to guard their rights. Regardless, given time, disconnected people may start to hate the way that their needs are continually disregarded.
Antagonistic vibe incorporates getting the job done for your rights in a way that is pushy and tactless. These people generally have a strong need to battle or substantiate themselves (Taylor and Hamdy, 2013). They now and again feel they justify more respect and thought than different people. People who are definitive know they have rights furthermore remember that different people have rights moreover. These people have a sentiment `give and take’ and are co-operator once in a while of conflict. Confident people assess each condition and pick which movement is by and large fitting. Insistent people consider other people’s suppositions and along these lines expression their sales or discords in an approachable yet firm way. They can wind and give in if crucial (for example, if the other individual is being troublesome in light of the fact that he or she is unwell) or they can bolster their rights and be strong at various conditions. These people have control over their direct and have view for themselves and other individuals (Ghaferi and Dimick, 2015).
Assertiveness Questionnaires was another device used to assess my relational abilities (Ghaferi and Dimick, 2015). I scored a sum of 15 out of 25 points in the latent state of mind scale. I am not forceful, and I frequently give in when constrained. This decisiveness state of mind cut-off points compel correspondence, as I am not ready to safeguard myself or voice concerns while countenancing seniors.
This survey is expected to locate one’s favoured correspondence style(s). Since most communicators are likely uninformed of this, this poll will help one pinpoint the experiences that suit his correspondence style. During the time researchers have examined correspondence “inclinations” that help one preferred standpoint more from a couple experiences than from others.
The communicative questionnaires planned to discern how an individual speaks with others. This self-evaluation distinguished that my score was 71 out of the conceivable 90 points. The maximum point manifests the effectiveness of the communication. It shows that I am an effective communicator. In spite of the fact that 71 is a higher score, I trust that my relational correspondences abilities have not yet sufficiently developed and should be improved. Relational correspondence preparing is, hence, indispensable to enhance those abilities.
Interview expertise checklist is a self-evaluation that looks to distinguish the relational abilities of a person when in meetings. This symptomatic apparatus distinguished one of my significant shortcomings that of getting focused and restless amid meetings. I always shun keeping up eye contact while stammering to make a proper answer even after broad planning and comprehension of the inquiries inquired. I additionally do not have the procedures for resolving tension and anxiety level.
These diagnostic tools will surely help to maintain effective communication during corporate meeting or any planned event. Diagnostic tools will give the students and aspirant professionals an impetus to improve their communication. This is not limited to corporate communication. It also includes the whole gamut of communication, verbal and non-verbal techniques.
As indicated by Berland and Berland (2017), the accompanying layer of working relies on upon the most direct however able norms of controlling. This is helping one to explore one’s own particular life and what is going on for him. This much of the time happens immediately through exchange. As one discusses what is happening for him, the themes he is overseeing advanced toward getting to be clearer. This then empowers him to focus on the focal point of the issues he is going up against. Talking can in like manner help one to comprehend what is going on. The communicator may offer request and reflections to help one more significantly appreciate himself and his situation. Price et al. (2015) said that when one talks all around about his lives he really makes a story from the events for the duration of his life. It can be basic to feel that what is coming to pass has noteworthiness and reason. There can be opportunities to explore other possible structures of understanding one’s world and to find ones which feel both reliable with him. Through a technique of talking one may in like manner uncover conviction systems which are not serving him. Some bit of the methodology can in like manner be sharing of his contemplation, feelings and experiences. People often tell their guides things they do not feel incredible telling some other individual (Tong, 2014). It can be successful to tell someone else what is genuinely occurring for him. This can be extraordinarily liberating, and it can be momentous to exhibit one’s hidden perspectives to some person and have them like and respect him inside it.
As per the works of Bahadori, Shiri and Mahdizade (2015), but customary encounters among the preschool instructors happen typically, the preschool instructive modules urges that formal parent–teacher gatherings should happen constantly. The collaboration among watchmen and teachers, both in common talk and in the midst of parent–teacher get-togethers, is said to be concerned with children’s change, learning and flourishing both at home and at preschool. The Swedish Curriculum for the preschool in like manner shows the centrality of correspondence and talk as a gadget to build up a better than average association among home and preschool and to finish unmistakable institutional targets. But such social events are visit in preschool settings, there is a general nonappearance of finding out about them (Saxena, 2015). Earlier audits have exhibited that the adolescent is generally talked about in detail in parent–teacher gatherings and that the teachers govern the discourse. Past research exhibits that parent-educator gatherings are considered as noteworthy practices that keep up and develop the association among home and preschool/school. In this article the consideration is on the parent–teacher associations and highlights the preschool instructor’s systems to get the watchmen included and dynamic in the discourse about the individual adolescent by using a specific relic, gathered ‘quality cards’.
The proposed action plan is shown in this Gnat Chart
|
Timeline |
Activities |
Description |
|
1st to 4th Month |
Conduct of Short Tutorials |
These short tutorials are integral to upgrading my insight and enhancing communication abilities. Cases of the short courses that will be done include: · 2-day Effective Communication course given by Sydney Institute of Management · 3-day Communication Expertise Refresher’s course for the development of Inter-Personal Skills. The course will be taught by the University of the New South Wales, Sydney. · 2-day course for developing corporate and business communication. The course will be delivered at Victoria University, Melbourne. The scheduled conference is Ameliorating Business Communication: Diagnosis and Reflection will be jointly handled by Victoria University and Queensland Central University. |
|
4th to 7th Months |
Perusal Plan |
A few books and articles will be perused. These books hinge on the juxtaposition of theoretical paradigms and experimental diagnosis. For example, § Miller, K. I. (2007). Compassionate communication in the workplace: Exploring processes of noticing, connecting, and responding. Journal of Applied Communication Research, 35(3), 223-245. § Perkins, P. S. (2010). The art and science of communication: Tools for effective communication in the workplace. John Wiley & Sons. § Dwyer, J., & Boyd, A. (2003). The business communication handbook. Prentice Hall. § Crosling, G., & Ward, I. (2002). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes, 21(1), 41-57. |
|
1st to the 6th month |
Personal journal |
A personalized journal will be kept for the ten months. The journal will be utilized to note down my encounters and highlight key lessons gotten the hang of amid the six months. It will be utilized to consider the information and concepts that are taught throughout the given time frame. |
|
Mentor |
The mentor will be chosen from the top-notch Australian University, preferably from CQU or Victoria University. The mentor will teach the precepts of effective communication. At the same time, he will help comprehend the changing dynamics of the Business Communication. The guide or mentor chosen for this program, Mr. John Hopkins, Manager, Corporate Communications. |
|
|
Measurement of completion |
After the finish of the six months, information picked up will be measured through the taking of a correspondence appraisal test which will assess the level of learning picked up amid this time. A Know-Want to know-Learned (KWL) graph will likewise be utilized to figure out what has been expert in those six months. The five analytic instruments Assertiveness Questionnaires, Johari Window, Communication Style Questionnaire, Interpersonal compensation and Interview abilities agenda will be utilized to assess the relational abilities and contrast the outcomes and the present ones to decide the level of correspondence improvement that has been accomplished amid this time. |
References:
Bahadori, M., Shiri, A., & Mahdizade, H. (2015). Ranking Feedback and Disclosure Mechanisms based on Johari Window Model in order to Enhance Organizational Communications.
Berland, A., & Berland, A. (2017). Using the Johari Window to explore patient and provider perspectives. International Journal of Health Governance, 22(1), 47-51.
Bradbury?Jones, C., Taylor, J., Kroll, T., & Duncan, F. (2014). Domestic abuse awareness and recognition among primary healthcare professionals and abused women: a qualitative investigation. Journal of clinical nursing, 23(21-22), 3057-3068.
Darling, J. R., & Beebe, S. A. (2007). Enhancing entrepreneurial leadership: A focus on key communication priorities. Journal of Small Business & Entrepreneurship, 20(2), 151-167.
Ghaferi, A. A., & Dimick, J. B. (2015). Understanding failure to rescue and improving safety culture. Annals of surgery, 261(5), 839.
Keirsey, D., & Bates, M. (1984). Please understand me. Del Mar. Please understand me. Del Mar.
McCabe, C., & Timmins, F. (2013). Communication skills for nursing practice. Palgrave Macmillan.
Price, A. M., Stephens, M., Patterson, C., Snelgrove-Clarke, E., Work, F., & Chiang, V. (2015). What are the patterns of personal learning environments (PLE) for undergraduate students undertaking degrees in nursing.
Satterlee, M., Gibbons, J., Shackleton, N., & Cheikhali, J. (2013). U.S. Patent No. 8,532,124. Washington, DC: U.S. Patent and Trademark Office.
Saxena, P. (2015). JOHARI WINDOW: An Effective Model for Improving Interpersonal Communication and Managerial Effectiveness. SIT Journal of Management, 5(2), 134-146.
Taylor, D. C., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(11), e1561-e1572.
Tong, C. (2014). Doctor-patient Communication Model and Its Enlightenments Based on the Thory of Johari Window (Doctoral dissertation, College of Management and Economics, Tianjin University).
Tran, B. (2016). Communication: The Role of the Johari Window on. Handbook of Research on Effective Communication, Leadership, and Conflict Resolution, 405.
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