When writing ways in which to maximize potential, Maslow used the term “self-actualization” and described a process leading to the achievement of full humanness. Those who subscriber to Maslow’s theory accept the premise that every human has an impulse toward growth. To attain self-actualization, Maslow posits, “A very important part of this task is to become aware of what one is, biological, temperamentally, constitutionally as a member of a species, of one’s capacities, desires, needs, and also of one’s vocation. What one is fitted for, what one’s destiny is.” (p. 44) In his research, Maslow found that every self actualized person worked at a vocation—they were devoted to work or a cause that brought them great satisfaction.

Coaches can help individuals reflect and identify their purpose or calling through reflective and appreciative exercises. This may take time, for many individuals find it difficult to truly recognize a calling. Skilled coaches will know when to probe, when to remain silent, when to reframe, when to guide. We see a need for coaches to be versed in locus of control theory during this personal coaching. (Seligman’s learned helplessness and positive psychology link directly to this area of coaching.) While each of us has an internal and an external locus of control, the degree of emphasis that each of us places on internal versus external varies and will shift throughout our lives. The skilled coach will recognize where the individual’s locus of control lies and either help to shift the locus of control to become more internally focused or leverage the positive impact of an existing strong internal locus of control as a means of sparking positive action and optimism.

Managing transitions

There are many theories and models that help us understand and manage through transitions. Here, we will discuss three theories to illustrate how members of the organizational underground are affected, depending on their life or transition stage and to propose that the individual can move through transitions more effectively with the help of a coach who is versed in life cycle and transition theory.

It is human to have a long childhood; it is civilized to have an even longer childhood. Long childhood makes a technical and mental virtuoso out of man, but it also leaves a life-long residue of emotional immaturity in him. — Erik Erikson (1902-1994).

In Erikson’s eight psychological stages of development theory, each stage is concerned with becoming competent in an area of life (Erikson, 1982). If the stage is handled well, the person will feel a sense of mastery. If the stage is managed poorly, the person will emerge with a sense of inadequacy. Further, Erikson believed people experience a conflict that serves as a turning point in development at each of the eight stages. In Erikson’s view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure. If we look at the age demographics of the unemployed, the majority are in Erikson’s Stage 7 Middle Adulthood, 35 to 55 or 65, the conflict is generativity versus stagnation, the events are work and family, and the outcome of this stage is that adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.