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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
Caring
Calm Cheerful Clever Complex
Mature
Knowledgeable Logical Loving Modest
Self- Self-
Responsive Searching Sensible
assertive conscious
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.
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
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.
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
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.
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!
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
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
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.
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:
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
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:
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.
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
Speed test are concerned with how many questions one can answer correctly
in the allotted time.
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.
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.
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
Example Questions
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.
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 _
5. Which of these words completes the sentence in the way that makes most
sense?
He avoided m because he was m _
A) redundency B) indispensable C) redundancy D) indispensible
6. Which of these words completes the sentence in the way that makes most
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.
Example 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
Answers
Example Questions
Answers
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.
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.
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.
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
Number Sequences
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.
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;
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.
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.
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.
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
Q.No.-1) Are you aware of the use of psychometric tools / tests for
various HR functions, by HR personnel all over the world?
0%
100%
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.
25%
75%
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.
10%
30%
60%
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.”
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.
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:
0%
33%
67%
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.
33%
67%
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.
33%
67%
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.
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.
25%
75%
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.
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
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:
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
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.
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.
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
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:
REFERENCES
BOOKS
E-Books
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.