Jumat, 21 Oktober 2016

Johari Window and feedback


Johari Window


        The Model Joe Luft and Harry Ingham




     The Model
The Johari Window model is a disclosure / feedback model of self awareness, an information processing tool. The Johari Window actually represents information – feelings, experience, views, knowledge, attitudes, skills, intentions, motivation, etc. within or about a person – in relation to their group, from four perspectives, which are described below.
The Johari Window model can also be used to represent the same information for a group in relation to other groups. Johari Window terminology refers to self and others: self means oneself, i.e., the person subject to the Johari Window analysis. Others means other people in the person’s group or team.
    1. Open or Free Area – what is known by the person about him / herself and is also known by others.
    2. Blind Area – what is unknown by the person about him / herself but which others know.
    3. Hidden Area – what the person knows about him / herself that others do not know. It is also called the façade.
    4. Unknown Area – what is unknown by the person about him / herself and is also unknown by others.
Group members and managers can take some responsibility for helping an individual to reduce their blind area – in turn increasing the open area – by giving sensitive feedback and encouraging disclosure. Managers should promote a climate of non-judgmental feedback, and group response to individual disclosure, which reduces fear and therefore encourages both processes to happen. The extent to which an individual seeks feedback, and the issues on which feedback is sought, must always be at the individual’s own discretion.
  


Sumber:
      
Luft, J., & Ingham, H. (1961). The johari window. Human Relations Training News,5(1), 36-7





Tips for giving feedback effectively in the clinical environment




Abstract 
Background: Feedback is an essential element of the educational process for clinical trainees. Performance-based feedback enables good habits to be reinforced and faulty ones to be corrected. Despite its importance, most trainees feel that they do not receive adequate feedback and if they do, the process is not effective.
Aims and methods: The authors reviewed the literature on feedback and present the following 12 tips for clinical teachers to provide effective feedback to undergraduate and graduate medical trainees. In most of the tips, the focus is the individual teacher in clinical settings, although some of the suggestions are best adopted at the institutional level.
Results: Clinical educators will find the tips practical and easy to implement in their day-to-day interactions with learners. The techniques can be applied in settings whether the time for feedback is 5 minutes or 30 minutes.
Conclusions: Clinical teachers can improve their skills for giving feedback to learners by using the straightforward and practical tools described in the subsequent sections. Institutions should emphasise the importance of feedback to their clinical educators, provide staff development and implement a mechanism by which the quantity and quality of feedback is monitored.

Sumber:
Ramani, S., & Krackov, S. K. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical teacher, 34(10), 787-791





Kesimpulan:

Dengan adanya informasi yang saya dapat mengenai kedua metode diatas yaitu pentingnya feedback dan johari window mengenai umpan balik, saya simpulkan bahwa didalam suatu diri seseorang yang dapat menerapkan metode umpan balik adalah seorang yang memiliki pengalaman yang luas dan dapat bekerja sama dalam suatu organsasi maupun perusahaan yang digeluti serta tau akan luang lingkup lingkungannya, seorang yang tau akan hal pentingnya umpan balik dapat melaraskan semua pekerjaannya dalam organisasi atau lingkungan maupun perusahaan. dan sebagai contoh yaitu:
Manager dapat mengambil tanggung jawab untuk membantu seorang individu dalam suatu dorongan dan support di selah pekerjaannya tersebut. 











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