Project1 151

JOHARI WONDOW
About the Instrument
A Johari window is a metaphorical tool created by Joseph Luft and Harry

Ingham in 1955 in the United States, as a model for mapping personality
awareness, used to help people better understand their interpersonal
communication and relationships. It is used primarily in self-help groups and
corporate settings as a heuristic exercise.
When performing the exercise, the subject is given a list of 55 adjectives and
picks five or six that they feel describe their own personality. Peers of the
subject are then given the same list, and each pick five or six adjectives that
describe the subject.
Adjectives selected by both the participant and his or her peers are placed
into the Arena quadrant. This quadrant represents traits of the participant of
which both they and their peers are aware.
Adjectives selected only by the participant, but not by any of their peers, are
placed into the Façade quadrant, representing information about the
participant of which their peers are unaware. It is then up to the participant
whether or not to disclose this information.
Adjectives that are not selected by the participant but only by their peers are
placed into the Blind Spot quadrant. These represent information of which the
participant is not aware, but others are, and they can decide whether and
how to inform the individual about these "blind spots".
Adjectives which were not selected by either the participant or their peers
remain in the Unknown quadrant, representing the participant's behaviors or
motives which were not recognized by anyone participating. This may be
1 Arpita Srivastava, MBA (2005-07)

because they do not apply, or because there is collective ignorance of the
existence of that trait.
The 55adjectives are as follows:
Able Accepting Adaptable Bold Brave
Caring
Calm Cheerful Clever Complex
Confident Dependable Dignified Energetic Extroverted
Friendly Giving Happy Helpful Idealistic
Independent Ingenious Intelligent Introverted Kind
Mature
Knowledgeable Logical Loving Modest
Nervous Observant Organised Patient Powerful
Proud Quiet Reflective Relaxed Religious
Self- Self-
Responsive Searching Sensible
assertive conscious
Sentimental Shy Silly Spontaneous Sympathetic
Tense Trustworthy Warm Wise Witty

A JOHARI WINDOW
The Johari Window, named after the first names of its inventors, Joseph Luft
and Harry Ingham, is one of the most useful models describing the process of
human interaction. A four paned "window," as illustrated above, divides
personal awareness into four different types, as represented by its four
quadrants: open, hidden, blind, and unknown. The lines dividing the four
panes are like window shades, which can move as an interaction progresses.
In this model, each person is represented by their own window

JOHARI QUADRANT 1 - 'OPEN SELF/AREA' OR 'FREE AREA'
OR 'PUBLIC AREA', OR 'ARENA'
Johari region 1 is also known as the 'area of free activity'. This is the
information about the person - behavior, attitude, feelings, emotion,
knowledge, experience, skills, views, etc - known by the person ('the self')
and known by the group ('others').
For example in my case the "open" quadrant represents things that both I
know about myself, and that you know about me. For example, I know my
name. The knowledge that the window represents, can include not only
factual information, but my feelings, motives, behaviors, wants, needs and
desires... indeed, any information describing who I am. When I first meet a
new person, the size of the opening of this first quadrant is not very large,
since there has been little time to exchange information.
The aim in any group should always be 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 group is at its most productive too. The open
free area, or 'the arena', can be seen as the space where good
communications and cooperation occur, free from distractions, mistrust,
confusion, conflict and misunderstanding.
Established team members logically tend to have larger open areas than new
team members. New team members start with relatively small open areas
because relatively little knowledge about the new team member is shared.
The size of the open area can be expanded horizontally into the blind space,
by seeking and actively listening to feedback from other group members. This
process is known as 'feedback solicitation'. Also, other group members can
help a team member expand their open area by offering feedback, sensitively
of course. The size of the open area can also be expanded vertically
downwards into the hidden or avoided space by the person's disclosure of
information, feelings, etc about him/herself to the group and group members.
Also, group members can help a person expand their open area into the

hidden area by asking the person about him/herself. Managers and team
leaders can play an important role in facilitating feedback and disclosure
among group members, and in directly giving feedback to individuals about
their own blind areas. Leaders also have a big responsibility to promote a
culture and expectation for open, honest, positive, helpful, constructive,
sensitive communications, and the sharing of knowledge throughout their
organization. Top performing groups, departments, companies and
organizations always tend to have a culture of open positive communication,
so encouraging the positive development of the 'open area' or 'open self' for
everyone is a simple yet fundamental aspect of effective leadership
JOHARI QUADRANT 2 - 'BLIND SELF' OR 'BLIND AREA' OR

'BLIND SPOT'
Johari region 2 is what is known about a person by others in the group, but is
unknown by the person him/herself. For example in my case the "blind"
quadrant represents things that you know about me, but that I am unaware
of. For example, perhaps in our ongoing conversation, you may notice that
eye contact seems to be lacking. You may not say anything, since you may
not want to embarrass me, or you may draw your own inferences that
perhaps I am being insincere. Then the problem is how I can get this
information out in the open.
By seeking or soliciting feedback from others, the aim should be to reduce

this area and thereby to increase the open area ie, to increase self-
awareness. This blind area is not an effective or productive space for
individuals or groups. This blind area could also be referred to as ignorance
about oneself, or issues in which one is deluded. A blind area could also
include issues that others are deliberately withholding from a person. We all
know how difficult it is to work well when kept in the dark. No-one works well
when subject to 'mushroom management'. People who are 'thick-skinned'
tend to have a large 'blind area'.

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. Some people are more resilient than others - care needs to
be taken to avoid causing emotional upset.
JOHARI QUADRANT 3 - 'HIDDEN SELF' OR 'HIDDEN AREA'

OR 'AVOIDED SELF/AREA' OR 'FACADE'
Johari region 3 is what is known to us but kept hidden from, and therefore
unknown, to others. This hidden or avoided self represents information,
feelings, etc, anything that a person knows about him/self, but which is not
revealed or is kept hidden from others. The hidden area could also include
sensitivities, fears, hidden agendas, manipulative intentions, and secrets -
anything that a person knows but does not reveal, for whatever reason. It's
natural for very personal and private information and feelings to remain
hidden, indeed, certain information, feelings and experiences have no
bearing on work, and so can and should remain hidden. However, typically, a
lot of hidden information is not very personal, it is work- or performance-
related, and so is better positioned in the open area.
Relevant hidden information and feelings, etc, should be moved into the open
area through the process of 'disclosure'. The aim should be to disclose and
expose relevant information and feelings - hence the Johari Window
terminology 'self-disclosure' and 'exposure process', thereby increasing the
open area. By telling others how we feel and other information about
ourselves we reduce the hidden area, and increase the open area, which
enables better understanding, cooperation, trust, team-working effectiveness

and productivity. Reducing hidden areas also reduces the potential for
confusion, misunderstanding, poor communication, etc, which all distract
from and undermine team effectiveness.
Organizational culture and working atmosphere have a major influence on

group members' preparedness to disclose their hidden selves. Most people
fear judgment or vulnerability and therefore hold back hidden information and
feelings, etc, that if moved into the open area, ie known by the group as well,
would enhance mutual understanding, and thereby improve group
awareness, enabling better individual performance and group effectiveness.
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. Some people are more keen and able than others
to disclose. People should disclose at a pace and depth that they find
personally comfortable. As with feedback, some people are more resilient
than others - care needs to be taken to avoid causing emotional upset.
JOHARI QUADRANT 4 - 'UNKNOWN SELF' OR 'AREA OF

UNKNOWN ACTIVITY' OR 'UNKNOWN AREA'
Johari region 4 contains information, feelings, latent abilities, aptitudes,

experiences etc, that are unknown to the person him/herself and unknown to
others in the group. These unknown issues take a variety of forms: they can
be feelings, behaviors, attitudes, capabilities, aptitudes, which can be quite
close to the surface, and which can be positive and useful, or they can be
deeper aspects of a person's personality, influencing his/her behavior to
various degrees. Large unknown areas would typically be expected in
younger people, and people who lack experience or self-belief.

Examples of unknown factors are as follows, and the first example is
particularly relevant and common, especially in typical organizations and
teams:
• an ability that is under-estimated or un-tried through lack of

opportunity, encouragement, confidence or training
• a natural ability or aptitude that a person doesn't realize they possess
• a fear or aversion that a person does not know they have
• an unknown illness
• repressed or subconscious feelings
• conditioned behavior or attitudes from childhood
The processes by which this information and knowledge can be uncovered

are various, and can be prompted through self-discovery or observation by
others, or in certain situations through collective or mutual discovery, of the
sort of discovery experienced on outward bound courses or other deep or
intensive group work. Counseling can also uncover unknown issues, but this
would then be known to the person and by one other, rather than by a group.
Whether unknown 'discovered' knowledge moves into the hidden, blind or

open area depends on who discovers it and what they do with the
knowledge, notably whether it is then given as feedback, or disclosed.
Again as with disclosure and soliciting feedback, the process of self discovery
is a sensitive one. The extent and depth to which an individual is able to seek
out discover their unknown feelings must always be at the individual's own
discretion. Some people are more keen and able than others to do this.
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.
Providing people with the opportunity to try new things, with no great

pressure to succeed, is often a useful way to discover unknown abilities, and
thereby reduce the unknown area.
Managers and leaders can help by creating an environment that encourages

self-discovery, and to promote the processes of self discovery, constructive
observation and feedback among team members. It is a widely accepted
industrial fact that the majority of staff in any organization are at any time
working well within their potential. Creating a culture, climate and expectation
for self-discovery helps people to fulfil more of their potential and thereby to
achieve more, and to contribute more to organizational performance.
A note of caution about Johari region 4: 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. In a work or
organizational context the Johari Window should not be used to address
issues of a clinical nature.
Much, much more has been written on the Johari window model of human
interaction. The process of enlarging the open quadrant is called self-
disclosure, a give and take process between me and the people I interact
with. Typically, as I share something about myself (moving information from
my hidden quadrant into the open) and if the other party is interested in
getting to know me, they will reciprocate, by similarly disclosing information in
their hidden quadrant. Thus, an interaction between two parties can be
modeled dynamically as two active Johari windows. For example, you may
respond to my disclosure that I like "Cherry Garcia" by letting me know what
your favorite ice cream is, or where a new ice cream shop is being built, kinds
of information in your hidden quadrant. Incidentally, it is fattening, so be
careful on how much you eat!
We believe disclosure to be healthy, at least that's the impression one gets

after reading Freud. However, Anita Kelly recently wrote that self-disclosure
of personal secrets has its dangers. We are often better off not telling secrets

regarding our sexual behavior, mental health problems or large-scale failures.
"If you give people information about yourself, you give them power over
you," she says. Monica Lewinsky's disclosure to Linda Tripp and the ensuing
scandal that enveloped President Clinton is a case in point. Be forewarned
that most secrets get passed along to at least two more parties. People also
misjudge how others respond to secrets. Sometimes you get negative
feedback. For example, women who reveal that she was raped may be seen
in the future as a victim or by men as damaged goods. Now, if you must tell
your secret to someone, chose that person very carefully. Chose someone
whose response will give you some insight into your problem. Unfortunately,
such a person is often hard to find. So if you cannot find anyone appropriate,
consider this: that keeping secrets is healthy and tasteful, because it is a way
of managing your identity, and indicates you are secure and have self-
control. But it takes energy, because you have to be on constant guard not to
accidentally reveal something that is potentially damaging.
As ones level of confidence and self esteem develops, one may actively
invite others to comment on one's blind spots. A teacher may seek feedback
from students on the quality of a particular lecture, with the desire of
improving the presentation. Active listening skills are helpful in this endeavor.
On the other hand, we all have defenses, protecting the parts of ourselves
that we feel vulnerable. Remember, the blind quadrant contains behavior,
feelings and motivations not accessible to the person, but which others can
see. Feelings of inadequacy, incompetence, impotence, unworthiness,
rejection, guilt, dependency, ambivalence for loved ones, needs to control
and manipulate, are all difficult to face, and yet can be seen by others. To
forcibly reveal what another wishes not to see, is "psychological rape," and
can be traumatic. Fortunately, nature has provided us with a variety of
defense mechanisms to cope with such events, such as denial, ignoring.
The Johari window, essentially being a model for communication, can also
reveal difficulties in this area. In Johari terms, two people attempt to
communicate via the open quadrants. On the simplest level, difficulties may
arise due to a lack of clarity in the interaction, such as poor grammar or

choice of words, unorganized thoughts, faulty logic etc. This induces the
receiver to criticize you, the sender, by revealing something that was in your
blind quadrant. Then, if the feedback works, you correct it immediately or
perhaps on a more long term approach take a course in reading and writing.
On a deeper level, you may be in a group meeting, and while you secretly
sympathize with the minority viewpoint, you voted with the majority. However,
blind to you, you actually may be communicating this information via body
language, in conflict with your verbal message. On an even deeper level, you
in an interaction with others may always put on a smiling, happy face, hiding
all negative feelings. By withholding negative feelings, you may be signaling
to your friends to withhold also, and keep their distance. Thus, your
communication style may seem bland or distant.
Application and Importance
A team which understands itself - that is, each person having a strong mutual
understanding with the team - is far more effective than a team which does

not understand each other- that is, whose members have large hidden, blind,
and/or unknown areas.
Team members - and leaders - should always be striving to increase their

open free areas, and to reduce their blind, hidden and unknown areas.
A person represented by the Johari Window example below will not perform
to their best potential, and the team will fail to make full use of the team's
potential and the person's potential too. Effort should generally be made by
the person to increase his/her open free area, by disclosing information about
his/her feelings, experience, views, motivation, etc, which will reduce the size
of the hidden area, and increase the open free area.
Seeking feedback about the blind area will reduce the blind area, and will
increase the open free area. Discovery through sensitive communications,
active listening and experience, will reduce the unknown area, transferring in
part to the blind, hidden areas, depending on who knows what, or better still if
known by the person and others, to the open free area.
Aptitude and Ability Tests

Aptitude and ability tests are designed to assess ones logical reasoning or
thinking performance. They consist of multiple choice questions and are
administered under exam conditions. They are strictly timed and a typical test
might allow 30 minutes for 30 or so questions.
Multiple choice
question
Aptitude
and ability Exam conditions
test
Strictly timed
There are at least 5000 aptitude and ability tests on the market the most common
ones can be classified as follows:
Verbal Ability Tests - Includes spelling, grammar, and ability to understand

analogies and follow detailed written instructions.

Numeric Ability Tests - Includes basic arithmetic, number sequences and
simple mathematics. In more complex numerical critical reasoning questions,
blocks of information are provided that require interpretation.
Abstract Reasoning Tests - Measures ones ability to identify the underlying

logic of a pattern and then determine the solution. They are deliberately
designed so that the visual problem-solving strategy will work better than any
other approach.
Spatial Ability Tests - Measures ones ability to manipulate shapes in two

dimensions or to visualize three-dimensional objects presented as two-
dimensional pictures.
Mechanical Aptitude Tests - Designed to assess ones knowledge of

physical and mechanical principles.
Data Checking Tests - Measure how quickly and accurately errors can be
detected in data and is used to select candidates for clerical and data input
jobs.
Work Sample Tests - Involves a sample of the work that one will be
expected do. These types of test can be very broad ranging. They may

involve exercises using a word processor or spreadsheet if the job is
administrative or they may include giving a presentation or in-tray exercises if
the job is management or supervisory level.
Question Types and Scoring
One may be asked to answer the questions either on paper or using a PCor
palm-top, as online testing is becoming increasingly popular. The advantage
of online testing is that once the test is completed, an analysis of the results
can be calculated straight away.
This means that the organization can continue with the selection process with
the results 'in hand' rather than keep one waiting or send one home and call
one back in at a later date. Another advantage is that one can take the test at
a recruitment agency or even in ones own home. Online testing is particularly
suitable for initial screening as it is very cost-effective. Some of the
advantages of online testing are:
• . Increased cost-savings - no printed material is needed.

• . Increased security - test data can be easily encrypted.
• . Increased speed - scoring and interpretation are done immediately.
• . Increased standardization - question presentation is uniform.
Whichever type of test one is given; the questions are almost always
presented in multiple-choice format and have definite correct and incorrect
answers. As one proceed through the test, the questions may become more
difficult and one will usually find that there are more questions than one can
comfortably complete in the time allowed. Very few people manage to finish
these tests and the object is simply to give as many correct answers as one
can.

Ideally, ones score should then be compared with the results of a control
group, which has taken the tests in the past. This control group could consist
of other graduates, current job holders or a sample of the population as a
whole. Ones reasoning skills can then be assessed in relation to this control
group and judgments made about ones ability. This does happen sometimes.
Often however, ones score is simply compared to the other candidates. After
all, the control group is not applying for the job.
Speed and Power Tests
The types of question one can expect will depend on which aptitudes and
abilities that are needed in the job one are applying for. Aptitude and ability
tests are classified as maximum performance tests as they test what one can
achieve when one are making maximum effort. There are two different styles
of maximum performance test; speed tests and power tests.
Aptitude
and ability
test
Power Speed
test test

In a speed test, the scope of the questions is limited and the methods one
need to use to answer them clear. Taken individually, the questions appear
relatively straightforward.
Speed test are concerned with how many questions one can answer correctly
in the allotted time.
Server January February March
units value units value units value
ZXC43 32 480 40 600 48 720
ZXC53 45 585 45 585 45 585
ZXC63 12 240 14 280 18 340
For example:
Q. 139 + 235 =
A) 372 B) 374 C) 376 D) 437
A power test on the other hand will present a smaller number of more
complex questions. The methods one need to use to answer these questions
are not obvious, and working out how to answer the question is the difficult
part. Once one have determined this, arriving at the correct answer is usually
relatively straightforward.
For example:
Below are the sales figures for 3 different types of network server over 3
months.
Q. In which month was the sales value highest?

A) January B) February C) March
Q. What is the unit cost of server type ZXC53?

A) 12 B) 13 C) 14
In summary, speed tests contain more items than power tests although they
have the same approximate time limit. Speed tests tend to be used in
selection at the administrative and clerical level. Power tests tend to be used
at the graduate, professional or managerial level. Although, this is not always
the case, as speed tests do give an accurate indication of performance in
power tests. In other words, if one does well in speed tests then one will do
well in power tests.
Verbal Ability Tests

These tests usually involve grammar, analogies, and following detailed
written instructions. They can also include spelling, sentence completion and
comprehension. Because they depend on understanding the precise
meaning of words, idioms and the structure of the language they discriminate
very heavily towards native speakers of the language in which the test has
been developed. If one speaks English as a second language, even if this is
at a high standard, one will be significantly disadvantaged.
One will usually find questions on all of the following:
Spelling
• Grammar
• Sentence Completion
• Analogies
• Word Groups
• Instructions
• Critical Reasoning
• Verbal Deductions
These tests are widely used since most jobs require one either to understand
and make decisions based on verbal or written information or to pass this
type of information to others. In practice, the more straightforward types of
question (spelling, grammar and instructions) tend to be more applicable to
administrative roles and the reasoning and deduction type of questions to
management roles.
Spelling Questions

Questions where one has to identify incorrectly spelt words are common in all
levels of verbal ability tests. The test designer needs to choose words which
are fairly common and in regular usage but which are often spelt incorrectly.
There would be little point in using obscure words which only a small
percentage of candidates could be expected to know. This means that one
will almost certainly have heard of the word and know its meaning. This
requirement to use words which are in everyday use but which are commonly
miss-spelt means that the test designer has a relatively restricted list of words
to choose from. This makes improving ones performance on these spelling
questions relatively straightforward.
Example Questions
Which of the following words are incorrectly spelt?
A) separate B) ordnance C) obviously D) sucess E) none of these
2. Choose the pair of words that best completes the sentence

The --------of the timetable caused some __n _
A) rivision B) revision C) revission D) revition
A) inconvenience B) inconvenince C) inconveneince D)inconveniance

3. The following list of 20 words contains 10 that are incorrectly spelt.
Write the letter
That corresponds to each incorrectly spelt word in the answer box
A) occurence I) dispair Q)
independent
B) dissipate J) irritable R) insistant
C) weird K) accidently 5) excede
0) accommodate L) liaison T) privilege
E) embarrassment M) memento Answers
F) ecstacy N) millenium 1. 0
C) repetition 0) yield 2. B 0
H) batallion P) existance 3. A E F H I K N P R 5
In most cases the longer that one have been out of the education system the
more ones spelling will have deteriorated. Most people now use word
processors with inbuilt spellchecking software and it is very easy to forget
how words are spelt as we don't physically write them down and often rely on
the software to correct them for us. Many people find it quite embarrassing
when they realize how much their spelling has deteriorated – this is one area
where remedial action is straightforward and is guaranteed to produce
positive results.

Missing Word Questions
These questions are designed to measure ones vocabulary, specifically ones

understanding of precise word meanings. One will usually be offered a choice
of four or five words, any of which could complete the sentence.
Example Questions
4. Which of these words completes the sentence in the way that makes most
sense?
A spirit-level should be used to ensure that the surface is n _
A) straight B) flat C) horizontal D) parallel E)aligned
sense?
He avoided m because he was m _
A) redundency B) indispensable C) redundancy D) indispensible
sense?
The plan must be m to make the project mm
A) feasible B) revised C) rivised D) feasible
Answers 4. C 5. C B 6. B A
These questions are relatively straightforward but because more than one of
the options will complete the sentence satisfactorily one must read it carefully
and choose the best word. Note also that some of these questions are testing
one spelling ability and some are testing one understanding of precise word
meanings.

Related Word Questions
To answer these questions one need to understanding of precise meaning of

the words in the question and establish what exactly the relationship is
between them. One should then look at the answer options and decide which
one is the most appropriate.
These questions test one reasoning ability as well as one vocabulary.
Example Questions
7. Which of these is the missing word? kick, m __ mm, walk

A) throw B) toes C) shin D) feet E)hand
8. Which of these is the missing word? key, n n_m, walk

A) lock B) stand C) board D) fob E)stone
9. Which of these is the missing word? water, m __ m , over
A) ice B) drive C) wet D) flow E)fall

Answers
7. D - Feet are used for both kicking 9and walking.

8. C - Board forms the words 'keyboard' and 'boardwalk'
. E- Fall forms 'waterfall' and 'fall over'
There will usually be more than one possible answer, so it is important to

read the question carefully and pick the best option.

Synonym and Antonym Questions
These are words which have either the same or opposite meanings. Once
again, these questions test ones vocabulary - one need to know the precise
meaning of the words given in order to select the appropriate synonym (same
meaning) or antonym (opposite meaning).
Example Questions
10. Which of two of these words are opposite in meaning?

A) lose B)winner C) victor D) loser E)vanquish
11. Which of these words is the odd one out?

A) swindle B) harass C) provoke D) annoy E) pester
12. Which of these words is the odd one out?

A) verify B) authenticate C) confirm D) ask E) substantiate
Answers
10. BD - are exact opposites.

11. A - The others are synonyms
12. D - The others are synonyms

Word Pair Questions
These questions take the form A is to Bas X is to Y. Firstly, one need to

establish the relationship between the 'A is to B' words before one can arrive
at the answer. One may find it helpful to mentally express the relationship
before one look at the answer options. This can short circuit the process of
considering and rejecting each option because one know in advance exactly
what one are looking for.
Example Questions
13. Dog is to canine as wolf is to umuu

A) vulpine B) ursine C) piscine D) bovine E) lupine
14. Sadness is to happiness as defeat is to mum_

A) joy B)victory C) tears D) victor E)none of these
15. Paper is to timber as mm is to hide

A) tree B) seek C) ox D) animal E) leather
Answers
13. E- lupine means 'relating to the characteristics of wolves'

14. B- The word pairs are opposites
15. E- Paper is made from timber, leather is made from hide

Comprehension Questions
These questions consist of a short passage and some related questions.

They will often be about a topic which is unfamiliar to one, but this is an
advantage rather than a disadvantage because one need to answer the
questions based only on the information that one are given - not using any
knowledge that YOI,I already have. Most people find that the best way to
tackle these questions is to scan the text fairly quickly to get the general idea
and then to attempt each question in turn, referring back to the appropriate
part of the text.
Example Question
16. Read the following short passage and say whether or not the statements
are true. There are seven species of deer living wild in Britain. The Red Deer
and the Roe Deer are native species. Fallow Deer were introduced by the
Romans and, since the seventeenth century, have been joined by three other
non-native species: Sika, Muntjac and Chinese Water Deer which have
escaped from parks. In addition, a herd of Reindeer was established in
Scotland in 1952. Most of the Red Deer in Britain are found in Scotland, but
there are significant wild populations in south-west and northwest England,
East Anglia and the north Midlands. Red deer can interbreed with the
introduced Japanese Sika deer and in some areas, hybrids are common.
16a. All of the Red Deer in Britain are found in Scotland.

A) true B)false C) can't say
16b. Red Deer can interbreed with Fallow Deer.

A) true B) false C) can't say
16c. The Fallow Deer is not native to Britain.


16d. There are no Reindeer in England.
Answers
16a. B
16b.C*
16c. A
16d.C
*Note that one must answer the questions using only the information
supplied. Red Deer cannot interbreed with Fallow Deer but, because this is
not stated in the text, one must answer 'can't say' even if one know that the
statement is technically false.

Verbal Reasoning Questions
These questions are not concerned with measuring ones facility with English.
They are designed to test ones ability to take a series of facts expressed in
words and to understand and manipulate the information to solve a specific
problem. These questions are usually restricted to graduate and
management level tests.
Example Question
17. Working together, Tom, Dick and Harry need 9 hours to paint a 400-
metre long fence. Working alone, Tom could complete the task in 18 hours.
Dick can not work as fast and needs 36 hours to paint the fence by himself. If
Tom and Dick take the day off, how long will it take Harry to paint the fence
by himself?
A) 9 B) 12 C) 18 D) 36
Answer
17. 0 - In 9 hours Tom would have painted half of the fence and Dick would
have painted one quarter of it. This leaves one quarter to be painted by Harry
who must therefore work at the same speed as Dick.
SUMMARY
Verbal Ability
Verbal ability tests can be divided into tests of simple verbal ability, for
example; spelling, grammar, synonyms and antonyms etc. These tests
usually consist of 30 to 40 questions which need to be completed in 15 to 20
minutes. They are speed tests in that they don't require very much reasoning
ability. One either know the answer or one don't.

Verbal reasoning tests, on the other hand, are designed to measure ones
problem solving abilities. These questions may take the form of
comprehension exercises, which are straightforward (as long as one
remember to read the relevant part of the text carefully) or more complex
statements where the best tactic is to make notes about what one can
deduce from each part of the text.
These tests usually consist of 10 to 15 questions, which need to be

completed in 20 to 30 minutes and are designed to test one reasoning ability
rather than one facility with the language. Verbal Reasoning questions
assess one ability to use words in a logical way. The questions measure one
understanding of vocabulary, class membership and the relationships
between words. Some questions measure ones ability to perceive and
understand concepts and ideas expressed verbally. While these questions
are designed to measure reasoning ability rather than educational
achievement, it is generally recognized that one verbal reasoning test score
will be influenced by one educational and cultural background.

Numerical Ability Tests
The first type of numerical ability test covers basic arithmetic (addition,
subtraction multiplication and division), number sequences and simple
mathematics (percentages, powers, fractions, etc). This type of test can be
categorized as a speed test and is used to determine one basic numeric.
Obviously one will not be allowed to use a calculator.
Arithmetic Questions
1. 139 + 235 =
A) 372 B) 374 C) 376 D) 437
2.139 - 235 =
A) -69 B) 96 C) 98 D) -96
3.5 x 16 =
A) 80 B) 86 C) 88 D) 78
4.45/9=
A) 4.5 B) 4 C) 5 D) 6
5. 15% of 300 =
A) 20 B) 45 C) 40 D) 35 D) 35
Answers
l. B
2.0
3. A
4. C
5. B

These questions are directly applicable to many administrative and clerical
jobs but can also appear as a component of graduate and managerial tests.
The speed at which one can answer these questions is the critical measure,
as most people could achieve a high score given unlimited time in which to
answer. One can therefore expect 25-35questions in 20-30 minutes.
Number Sequences
These questions require one to find the missing number in a sequence of

numbers. This missing number may be at the beginning or middle but is
usually at the end.
7. Find the next number in the series 4 8 16 32 --

8. Find the next number in the series 4 8 12 20 --
9. Find the missing number in the series 54 49 -- 39 34
10. Find the first number in the series-- 1923 29 31-
A) 48 B) 64 C) 40 D) 46
A) 32 B) 34 C) 36 D) 38
A) 47 B) 44 C) 45 D) 46
A) 12 B) 15 C) 16 D) 17
These number sequences can be quite simple like the examples above.
However, one will often see more complex questions where it is the interval
between the numbers that is the key to the sequence.
11. Find the next number in the series 3 6 11 18 n A) 30 B) 22 C) 27 D) 29

12. Find the next number in the series 4 8 46 42 38 -- A) 32 B) 30 C) 33 D)
34
These simple number sequences usually consist of four visible numbers plus
one missing number. This is because the test designer needs to produce a
sequence into which only one number will fit. The need to avoid any
ambiguity means that if the number sequence relies on a more complex
pattern then there will need to be more visible numbers. For example;

13. Find the missing number in the series 4 3 5 9 12 17 -- A) 32 B) 30 C) 24
14. Find the missing numbers in the series 5 6 7 8 10 11 14 -- -- A) 19 B) 17
15. Find the missing numbers in the series 1 -- 4 7 7 8 10 9 -- A) 6 B) 3 C) 11
Answers
7. B - The numbers double each time
8. A - Each number is the sum of the previous two numbers
9. B - The numbers decrease by 5 each time
10. 0 - The numbers are primes (divisible only by 1 and themselves)
11. C - The interval, beginning with 3, increases by 2 each time
12. B - The interval, beginning with 2, doubles and is subtracted each time
13. 0 - Each number is the sum of the previous and the number 3 places to
the left
14. C A - There are 2 simple interleaved sequences 5, 7,10,14,19 and 6, 8,
11
15. AD - There are 2 simple interleaved sequences J, 4, 7, 10, 13 and 6,7,8,9
To solve these number sequence questions efficiently, one should first check
the relationship between the numbers themselves looking for some simple
arithmetic relationship. Then look at the intervals between the numbers and
see if there is a relationship there. If not, and particularly if there are more
than 4 numbers visible, then there may be two number sequences
interleaved. One will occasionally find multiplication, division, or powers used
in these sequences, but test designers tend to avoid them as these
operations soon lead to large numbers which are difficult to work out without
a calculator.

Letters of the Alphabet as Numbers
Another type of sequence question, which appears in these tests, involves

the substitution of letters of the alphabet for numbers. For example A=1, B=2
etc. It may seem strange to consider these as numerical reasoning questions
but they actually work in the same way once one have changed them back
into numbers.
16. Find the next letter in the series B EH K –

A) L B)M C) N D) 0
17. Find the next letter in the series A Z BY –

A) C B)X C) D D) Y
18. Find the next letter in the series T V X Z –

A) Y B) B C) A D)W
Answers
16. C - There are two letters missing between each one, so N is next 17. A -
There are 2 interleaved sequences A, B, C and Z, Y, so C is next 18. B - Miss
a letter each time and 'loop' back, so B is next because arithmetic operations
cannot be performed on letters there is less room for ambiguity in these
questions. This means that interleaved sequences can be used with fewer
visible letters than in questions that use numbers.
Question 17 for example can use 2 interleaved sequences even though only
four letters are visible. This would be very difficult to achieve with numbers. It·
is implicit in these 'alphabetic sequence' questions that the sequence 'loops'
back around and starts again.

See question 18. It is important to recognize this as it is not usually stated
explicitly one are just expected to know it.
If one sees more than one of these questions in a test then it is almost
certainly worth taking the time to write out the letters of the alphabet with their
ordinal numbers underneath. One can then treat these questions in a similar
way to number sequence questions. This can save a lot of time overall and
avoids simple mistakes.
ABC D £ F G HI) K L M N 0 P Q R 5 T V V VI:Z Y Z

1 2 3 .4 5 6 7 8 910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Numerical Critical Reasoning
Information is provided that requires one to interpret it and then apply the
appropriate logic to answer the questions. Sometimes the questions are
designed to approximate the type of reasoning required in the workplace. The
questions will often use very specific illustrations, for example the question
may present financial data or use information technology jargon. However, an
understanding of these areas is not required to answer the question.
19. Below are the sales figures for 3 different types of network server over 3
months.
19a. in which month was the sales value highest? January B) February C)
March
19b. What is the unit cost of server type ZXC53

A)12 B) 13 C) 14
19c. how many ZXC43 units could be expected to sell in April?

A)56 B) 58 C) 60
19d. Which server had its unit price changed in Mar.ch

A)ZXCA43 B)ZXC53 C) ZXC63
DATA ANANLYSIS AND INTERPRETATION

After the collection of primary data relating to the use of psychometric tools
by human resource personnel in various organizations, the data so collected
was analyzed and interpretations were drawn.
Q.No.-1) Are you aware of the use of psychometric tools / tests for
various HR functions, by HR personnel all over the world?
Percentage of organizations aware of the use of

psychometric tools by HR professionals
0%
100%
Aware Not aware
Analysis:
The graph clearly shows that the Human Resource professionals of all the
organizations that were surveyed are aware of the use of various
psychometric tools and tests that are being used by HR professional in
organizations all over the world. This means that whether these organizations
are using these tests and tools or not, at least there is awareness about the
existence and use of such tests by human resource professional for various
human resource functions.

Q.No.2) Is your Organization using any psychometric test for any HR
function?
Percentage of organizations using psychometric

tests
25%
75%
Using Not using
Analysis:
The survey clearly indicates that only one fifth of the organizations are
actually using psychometric tools for some or the other human resource
functions. Our previous graph indicates an absolute awareness about these
tools still only 20% of the organizations are putting to use these psychometric
tests. Psychometric testing in India hence is a relatively unexplored area of
human resource.
On the basis of secondary data if we compare with the organizations in US or

UK as many as 70-80 % of the top companies are using psychometric testing
for various HR functions.
Hence it may be concluded that the use of psychometric testing in India is in

its nascent stage ie. The human resource professionals in India have just
started to use these psychometric tools.

Q.No.3) If no, do you plan to use any psychometric tool / test in future?
Percenatge of organizations planning to use

psychometric tools in near future
10%
30%
60%
Maybe Cant say No
Analysis:
The HR professionals in the organizations which were not using any type of
psychometric tools were asked if they were planning to do so in near future.
Only as much as one third of the respondent organizations said they might
use these psychometric tools in near future. As much as 60% of the
respondents had no idea whether their organizations might be interested in
using these tests and tools. However there were 10% of the organizations
that said a clear no to a possibility of their future use. It was a BPO Genpact,
the reason provided was “The number of people being hired runs in
thousands on a monthly basis. Cannot afford the time and cost behind a
psychometric tool.”

What is interesting here is that the organizations and the human resource
personnel in only 10% of the organizations have said a clear No to the use of
psychometric tools. In the previous graph we concluded that psychometric
testing is in its nascent stage in India, in this graph hence we may conclude
that maybe the HR professionals in India have some reservations over using
these tools because they either do not have the knowledge of the benefits
derived from the use of these psychometric tools or are unsure of how well
these tests will fare in India.
Since only one respondent out of the total sample has said a clear ‘No’, it can
be said that educating the HR professionals about the benefits derived from
the use of these tools and tests may push the use of psychometric testing in
India further.
The reason may again be attributed to the fact that psychometric testing is a
relatively new concept in India and there are hardly any companies or bodies
in India which are promoting the use of these tests and tools and to whom the
whole process of psychometric testing can be outsourced.

Q.No.4) \If yes, which tool/s is/are being used by your organization?
The organizations and human resource professionals were found to be using

various psychometric tools like:
 Belbin Team roles inventory,

 MBTI and number of other tests
 A large number of aptitude tests
 Behavior tests
 Personality tests
 FIRO-B
Q.No.5) For which HR function is your organization using these

psychometric tests?
In the data collection exercise it was found that these psychometric tools and
tests are being used for a whole gamut of human resource functions. This
included for human resource processes like:
 Recruitment and selection,

 Training and development
 Counseling,
 Feedbacks,
 Appraisals,
 Behavior analysis,
 Competency mapping
 For building career paths of employees
 Talent Development

Q.No.6) Is your organization satisfied with the result generated by using
these tools/tests?
Percentage of organizations satsfied with the use of

psychometric tools
0%
33%
67%
Satisfied Cant say Not satisfied
Analysis:
Of the organizations that were surveyed and which were using psychometric
tools it was asked if they were satisfied with the use of these psychometric
tools and tests. Almost two third of the organizations surveyed said that they
were satisfied with the results generated by these psychometric tools and
tests. And there were only 33% other organizations that were unsure of the
results generated by the use of these psychometric tests. An important point
to note here is that not even a single organization that is using these tools
has shown any kind of dissatisfaction. Hence there is a general level of
satisfaction derived from the use of these psychometric tools.

Q.No.7) /Do you plan to use any other psychometric tool/test in near
future?
Percentage of organizations planning to use any

other psychometric tool
33%
67%
Yes Cant say
Analysis:
The organizations that were already using these psychometric tests and
tools were then asked if they were planning to use any other type of
psychometric tool or test. Here only thirty three percent of the human
resource professionals have said that they are open to trying more
psychometric tools and as much as 67% respondents have said that they
are not sure about it. Again no one has said no, hence it can be said that
human resource professionals in these organizations are open to trying a
few more tools, they may have some reservations though.

Q.No.8) At what level do you usually use these psychometric tests
(managerial, supervisory etc.)
For what organizational level are organizations using

psychometric tooltools
33%
67%
All Top and Middle
Analysis:
The graph clearly indicates that the organizations that are using
psychometric tools and tests for not just top level management but also
are exploiting their use at lower levels as well. As many as 67% of the
organizations using these tests and tools said, that they use these tests
and tools at all levels of management for various human resource
functions.
In one of our previous analysis we established the fact that psychometric

testing is new to India still here we can see that the organizations that are
pioneering the use of these tests are actually trying to use these test at
various levels, this shows that the human resource professionals are
actually willing to explore new opportunities and their focus today is not

just the white collared professionals but also employees working lower
down the corporate ladder.
Q.No.9) /How do you ensure standardization and objectivity in your
tests?
Standardization implies uniformity of procedure in administering and scoring

the test. Eg. For scores to be comparable, testing conditions must be same
for all. Objectivity implies that the administration scoring and interpretation of
scores are objective insofar as they are independent of the subjective
judgment of the practical examiner.
An interesting fact found here was that the human resource professional in
the organizations using these tests did not point out any particular manner in
which they ensure standardization and objectivity in their tests. At best
organizations are trying to be objective and trying to ensure standardization
by making the use of these psychometric tools a very common phenomenon.
It may be said that concentration is more on learning by trial and error
method rather than trying to find out actual ways in which issues like
objectivity and standardization can be addressed.

Q.No.10) Is your organization aware of the various ethical issues
involved in the use of psychometric testing?
Percentage of organizations aware of the ethical

issues involved in the use of psychometric tools
25%
75%
Aware Not aware
Analysis:
All the human resource professionals surveyed were asked whether they are
aware of the various ethical and social issues involved in the use of
psychometric testing.
It is interesting to know that even though only 25% of the organizations

surveyed are actually using these test still as many as 75% of the human
resources professionals in all the organization surveyed are aware of the
various ethical issues involved in the use of psychometric tools and tests.
This shows the level of interest these psychometric tools have generated in
the minds of human resource professionals and also that human resource

professionals in India are aware of the latest trends in human resource field
of study.
Q.No.12) Do you have qualified professionals for administering and

generating results from these tools or you have outsourced the
process?
Percentage of organizations which have outsourced

the whole process
33%
67%
Inhouse Outsource
Analysis:
The organizations that are using psychometric tests and tools were then
asked whether they have in-house expertise to use and generate the results
from these tools and test or have they outsourced the whole process.
The graph clearly shows that only one third of the organizations have
outsourced the whole process. It is interesting to know that two third of the
organizations using these tools actually have in-house professionals to
administer and use these tests for various human resource functions. This

shows the level of interest of these organizations in the usr of psychometric
tools.
FINDINGS
All the data that was gathered from various human resource professionals
was then analyzed and interpretations were made. On the basis of these
interpretations the following broad conclusions were drawn about the use of
psychometric tools by the organizations:
 It was found that there is an enormous amount of awareness in the

human resource professionals about the presence and use of
psychometric tests and tools by the organizations all over the world for
various human resource processes.
 The survey clearly indicated that approximately only one fourth of the
organizations in India are actually using psychometric tools for some
or the other human resource functions as against 70-80 %
organizations in US and UK. it was hence safely concluded that
psychometric testing in India is in its nascent stage ie. The human
resource professionals in India have just started to use these
psychometric tools.
 Only one of the organizations that were surveyed and which were not
using any psychometric tools clearly denied using these psychometric
tools and tests in future. It was hence concluded that the HR
professional in India just have some reservations in using these tools
and tests because they either do not have the knowledge of the
benefits derived from the use of these psychometric tools or are
unsure of how well these tests will fare in India. It can be said that
educating the HR professionals about the benefits derived from the

use of these tools and tests may push the use of psychometric testing
in India further.
 It was also found that as many as half the organizations that were
surveyed and were found to be using these tools and tests are
satisfied with the use of these psychometric tests. And are also
planning to explore and exploit more psychometric tools in the best
interest of the organizations they are working for.
 The Survey results clearly indicate that the organizations are using
psychometric tools and tests for not just top level management but are
using these tools and tests at lower levels as well. As many as 75% of
the organizations using these tests and tools said, that they are using
them at all levels of management for various human resource
functions.
CONCLUSION
Keeping in mind the interpretations drawn from the survey and the findings
there from, it is concluded that use of psychometric tools by human resource
professionals in India is a relatively new phenomenon as compared to the
countries in the west like US & UK.
However what is interesting is that there is an absolute awareness among

human resource professionals in India regarding the fact that these
psychometric tools and tests can be and are being used by human resource
professionals all over the world. In fact here is a lot of awareness about the
ethical issues involved in the use of these psychometric tools and tests as
well.

Hence it maybe concluded that the human resource professionals in India do
have the theoretical knowledge about these tools and test but are either not
enough enterprising in exploring new field of study in HR or else they have
reservations over using these tools and tests because they are unsure of the
practical implications and benefits of these tests.
It is also important to mention here that there are few organizations that are
using these psychometric tools and tests and are extremely satisfied with the
result generated and are not only ready and willing to explore more
psychometric tools but are actually using these tests and tools at not just the
top managerial level but also at lower levels down the corporate hierarchy.
Use of psychometric tests in India hence remains an unexplored area of

human resource however it must also be kept in mind that the human
resource professionals are willing to use these test in future. It is hence the
responsibility of human resource academicians to explore this area of HR
and gain some expertise on use of these tests in order to further promote the
use of psychometric testing in India.
RECOMMENDATIONS
On the basis of my research I would like to recommend to the human

resource personnel in India that they must be more enterprising in exploring
the untouched and upcoming areas of human resources. Psychometric
testing in India for example is a relatively new phenomenon. The human
resource professionals must keep in constant touch with the latest trends and
fads in the human resource field of study. These professionals must also
understand that in today’s scenario; just having the theoretical knowledge is
useless if you cannot put that knowledge to practical use.
Apart from this it would be extremely beneficial for the human resource
fraternity in India on the whole, if the organizations and HR professionals that
are actually using psychometric tests and tools must come forward to share

their views and experiences with other organizations which may not be that
strong financially to experiment with such things. Human resource personnel
working in foreign multinational companies must specially participate in
activities that can introduce new tools and techniques to their fellow human
resource professionals.
More corporate level seminars and workshops must be organized where

human resource professionals from various organizations can forward to
share their views, experiences and knowledge. This would be beneficial for
everyone on the whole. In fact it is about time when human resource
professionals in India form a national level forum that can conduct such
seminars and workshops to take human resource in India to higher levels.
As said by a great speaker “ In 21st century those who can read and write
shall not be illiterate but it would be those who cannot learn, unlearn and
relearn” keeping this in mind I would just like to recommend to the human
resource fraternity to be more enterprising and look forward to out of the box
thinking .
LIMITATIONS
A sincere attempt has been made to keep the project away from
any kind of redundancies, biases or errors, yet the readers may
find certain limitation in the project, which may be because of
one or more of the following reasons:
 The validity and correctness of information relating the

various tests and tools are subject to the data gathered
from various websites on the internet.
 The sample size for the survey is only 12 this. This is

because only one HR person per organizations could be

used to represent their respective organizations and human
resource departments fill the questionnaire.
 The validity of data is subject to the views expressed by the

respondents working as human resource professionals in
various organizations.
 The number of psychometric tools included in this project is

only inclusive and not exhaustive because it is practically
impossible to include all the psychometric tools from the
toolkit of HR
REFERENCES
BOOKS
 Anastasi Anne, Urbina Susana

Psychological Testing,
Pearson Education, 2003.
 Mcshane S, Glinow A M, Sharma R,

Introduction to Organization Behavior,
Tata McGraw Hills, 2006.
E-Books

 D.Constantine-Simms,
Everything you need to know to pass psychometric tests.
Magazines
HRM Review February 2007
Search Engines
Google
Websites
http://www.teamfocus.co.uk/different_types_of_psychometric_tests.htm
http://changingminds.org/disciplines/hr/selection/psychometric.htm
http://www.personalitypathways.com/type_inventory.html
http://en.wikipedia.org
www.humanmetrics.com
http://www.opp.co.uk etc.


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JOHARI WONDOW

About the Instrument

A Johari window is a metaphorical tool created by Joseph Luft and Harry

1 Arpita Srivastava, MBA (2005-07)

The 55adjectives are as follows:

Able Accepting Adaptable Bold Brave

Confident Dependable Dignified Energetic Extroverted

Friendly Giving Happy Helpful Idealistic

Independent Ingenious Intelligent Introverted Kind

Nervous Observant Organised Patient Powerful

Proud Quiet Reflective Relaxed Religious

Sentimental Shy Silly Spontaneous Sympathetic

Tense Trustworthy Warm Wise Witty

2 Arpita Srivastava, MBA (2005-07)

In this model, each person is represented by their own window

3 Arpita Srivastava, MBA (2005-07)

4 Arpita Srivastava, MBA (2005-07)

JOHARI QUADRANT 2 - 'BLIND SELF' OR 'BLIND AREA' OR

By seeking or soliciting feedback from others, the aim should be to reduce

5 Arpita Srivastava, MBA (2005-07)

JOHARI QUADRANT 3 - 'HIDDEN SELF' OR 'HIDDEN AREA'

6 Arpita Srivastava, MBA (2005-07)

Organizational culture and working atmosphere have a major influence on

The extent to which an individual discloses personal feelings and information,

JOHARI QUADRANT 4 - 'UNKNOWN SELF' OR 'AREA OF

Johari region 4 contains information, feelings, latent abilities, aptitudes,

7 Arpita Srivastava, MBA (2005-07)

• an ability that is under-estimated or un-tried through lack of

The processes by which this information and knowledge can be uncovered

Whether unknown 'discovered' knowledge moves into the hidden, blind or

Uncovering 'hidden talents' - that is unknown aptitudes and skills, not to be

8 Arpita Srivastava, MBA (2005-07)

Managers and leaders can help by creating an environment that encourages

We believe disclosure to be healthy, at least that's the impression one gets

9 Arpita Srivastava, MBA (2005-07)

10 Arpita Srivastava, MBA (2005-07)

Application and Importance

11 Arpita Srivastava, MBA (2005-07)

Team members - and leaders - should always be striving to increase their

Aptitude and Ability Tests

12 Arpita Srivastava, MBA (2005-07)

Verbal Ability Tests - Includes spelling, grammar, and ability to understand

13 Arpita Srivastava, MBA (2005-07)

Abstract Reasoning Tests - Measures ones ability to identify the underlying

Spatial Ability Tests - Measures ones ability to manipulate shapes in two

Mechanical Aptitude Tests - Designed to assess ones knowledge of

14 Arpita Srivastava, MBA (2005-07)

Question Types and Scoring

• . Increased cost-savings - no printed material is needed.

15 Arpita Srivastava, MBA (2005-07)

Speed and Power Tests

16 Arpita Srivastava, MBA (2005-07)

Server January February March

units value units value units value

ZXC43 32 480 40 600 48 720

ZXC53 45 585 45 585 45 585

ZXC63 12 240 14 280 18 340

Q. In which month was the sales value highest?

17 Arpita Srivastava, MBA (2005-07)

Q. What is the unit cost of server type ZXC53?

Verbal Ability Tests

18 Arpita Srivastava, MBA (2005-07)

One will usually find questions on all of the following: