2: Possible Selves
â Research on how adults learn shows that the logical sequenceâreflect, then act; plan, then implementâis reversed in transformation processes like making a career change. Why? Because the kind of knowledge we need to make change in our lives is personal and situational; it comes from involvement in a specific context and with specific people, not from solitary introspection or abstract information gleaned from theoretical, general-purpose personality profiles. It can only be acquired by taking action.
Related Quotes
- Reinventing Yourself
âMost of the time, our working identity changes so gradually and naturally that we donât even notice how much we have changed. But sometimes we hit a period when the desire for change imposes itself with great urgency. What do we do? We try to think out our dilemma. We try to swap our old, outdated roles for new, more alluring selves in one fell swoop. And we get stuck. Why? Because, as adults weâre much more likely to act our way into a new way of thinking than to think our way into a new way of acting. We rethink our selves in the same way: by gradually exposing ourselves to new worlds, relationships, and roles.
How do we create and test possible selves? We bring them to life by doing new things, making new connections, and retelling our stories. These reinvention practices ground us in direct experience, preventing the change process from remaining too abstract. New competencies and points of view take shape as we act and, as those around us react, help us narrow the gap between the imagined possible selves that exist only in our minds and the ârealâ alternatives that can be known only in the doing.
Even though our basic assumptions often remain hidden from our conscious awareness, they nevertheless determine how we manage our careers. Too often we fail to question them, even if they are obsolete or wrong. Precisely because they are taken for granted, basic assumptions are very hard to change. When they remain implicit, we only make incremental change. We only move from one situation into another that is superficially different. The organization or even the industry and sector may change and the coworkers may be different, but in the end, we fall back into similar roles and relationships, reproducing the same work and life structure we had before. Why? Because our working identity has remained the same.
Most of us know what we are trying to escape: the lockstep of a narrowly defined career, inauthentic or unstimulating work, numbing corporate politics, a lack of time for life outside work. But finding an alternative that truly fits, like finding our mission in life, is not a problem that can be solved overnight. It takes time. Whatever the first step, the process gradually changes the nature of what we know and what we seek to learn. Learning happens in cycles. Early cycles focus on the most immediate (or surface) problems.
Appendix: Studying Career Transitions
âMy starting assumption, based on the work of MIT psychologist and career development expert Edgar Schein, was that the changes that occur during a career transition are changes in the nature and integration of a personâs social selves and not in basic personality structure or patterns of psychological defenses. But research also indicates that the identity changes that follow a period of major questioning and exploration are not limited only to competencies, attitudes, and behavior; they may also entail a rather drastic reorganization of the basic priorities and organizing principles that structure a personâs life.