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Dealing with change and the resulting process of transition is challenging. In today's workplace, where change and innovation are increasingly a fact of life, too many transitions end in failure, at a high cost to both people and organizations. Interest in the identity work integral to career transition has grown rapidly in recent years and it is now recognized that career transition is more than simply a change in status, salary and role description. It involves social, relational and personal shifts, conscious and unconscious processes, and identity work--agentic, holistic engagement in the shaping and sustaining of who we become. Evidence suggests that specifically addressing identity work in coaching leaders, teams and groups significantly increases the success rate of transitions. And yet topics around identity and identity work are given little prominence in coaching education, leaving many coaches unaware of these basic constructs. This paper presents a new coaching framework, the MAP (Me-As-a-Process) coaching model, to support coaches and their clients as they embark on the process of identity work in voluntary career choices and transitions. It draws on research from my qualitative doctoral study (2021) which identified four stages in the process of women's identity work in voluntary career change and choice. It synthesizes academic theory, evidence from coaching practice, and findings from 53 women who had recently experienced career choice or change. [ABSTRACT FROM AUTHOR]

Dealing with change and the resulting process of transition is challenging. In today’s workplace, where change and innovation are increasingly a fact of life, too many transitions end in failure, at a high cost to both people and organizations. Interest in the identity work integral to career transition has grown rapidly in recent years and it is now recognized that career transition is more than simply a change in status, salary and role description. It involves social, relational and personal shifts, conscious and unconscious processes, and identity work—agentic, holistic engagement in the shaping and sustaining of who we become. Evidence suggests that specifically addressing identity work in coaching leaders, teams and groups significantly increases the success rate of transitions. And yet topics around identity and identity work are given little prominence in coaching education, leaving many coaches unaware of these basic constructs. This paper presents a new coaching framework, the MAP (Me-As-a-Process) coaching model, to support coaches and their clients as they embark on the process of identity work in voluntary career choices and transitions. It draws on research from my qualitative doctoral study (2021) which identified four stages in the process of women’s identity work in voluntary career change and choice. It synthesizes academic theory, evidence from coaching practice, and findings from 53 women who had recently experienced career choice or change.

Introduction: This study aims to understand how new CEOs construct, revise, and maintain in their narrative, repertoire stories that represent their identity as it is associated with their new occupational role. Methods: For this purpose, we conducted a qualitative study using the Grounded Theory method, involving 47 CEOs from different sectors residing in Brazil. Results: Our results allowed for the construction of a central category called Storytelling Identity Work, which refers to stories that individuals tell about themselves, and enable them to propose and redefine who they are during major life transitions. This paper seeks to explain: (a) under what conditions this phenomenon tends to occur; (b) what characterizes the success of Storytelling Identity Work and; (c) what leads to the revision or retention of stories in the self. Our results show that storytelling identity work tends to be used by new CEOs during their transition period into the role, and when their new position involves higher levels of visibility and alteration of prestige levels in comparison to their previous position. They also suggest that storytelling identity work tends to be more successful when the stories are co-constructed and validated with other significant individuals and when they enable new CEOs to feel "sufficiently authentic" and "sufficiently impressive." Finally, we theorize that such feelings, along with a sense of coherence between the story being told and other narratives consciously or unconsciously being narrated by the interviewees throughout their lives, lead to the retention of the story within the individual's self. Discussion: This article innovates by connecting the literature on personal storytelling with identity work and exploring processes that are not only useful during the process of transitioning into the role of new CEOs but also influence the constitution of the narrative repertoire and, consequently, the identity of these individuals. [ABSTRACT FROM AUTHOR]

IntroductionThis study aims to understand how new CEOs construct, revise, and maintain in their narrative, repertoire stories that represent their identity as it is associated with their new occupational role.MethodsFor this purpose, we conducted a qualitative study using the Grounded Theory method, involving 47 CEOs from different sectors residing in Brazil.ResultsOur results allowed for the construction of a central category called Storytelling Identity Work, which refers to stories that individuals tell about themselves, and enable them to propose and redefine who they are during major life transitions. This paper seeks to explain: (a) under what conditions this phenomenon tends to occur; (b) what characterizes the success of Storytelling Identity Work and; (c) what leads to the revision or retention of stories in the self. Our results show that storytelling identity work tends to be used by new CEOs during their transition period into the role, and when their new position involves higher levels of visibility and alteration of prestige levels in comparison to their previous position. They also suggest that storytelling identity work tends to be more successful when the stories are co-constructed and validated with other significant individuals and when they enable new CEOs to feel “sufficiently authentic” and “sufficiently impressive.” Finally, we theorize that such feelings, along with a sense of coherence between the story being told and other narratives consciously or unconsciously being narrated by the interviewees throughout their lives, lead to the retention of the story within the individual’s self.DiscussionThis article innovates by connecting the literature on personal storytelling with identity work and exploring processes that are not only useful during the process of transitioning into the role of new CEOs but also influence the constitution of the narrative repertoire and, consequently, the identity of these individuals.

Law enforcement poses a difficult work environment. Employees' wellbeing is uniquely taxed in coping with daily violent, aggressive and hostile encounters. These challenges are compounded for women, because law enforcement remains to be a male-dominated occupational context. Yet, many women in law enforcement display resilience and succeed in maintaining a satisfying career. This study explores the experience of being authentic from a best-self perspective, for women with successful careers in the South African police and traffic law enforcement services. Authenticity research substantiates a clear link between feeling authentic and experiencing psychological wellbeing. The theoretical assumption on which the study is based holds that being authentic relates to a sense of best-self and enables constructive coping and adjustment in a challenging work environment. A qualitative study was conducted on a purposive sample of 12 women, comprising 6 police officers and 6 traffic officers from the Western Cape province in South Africa. Data were gathered through narrative interviews focussing on experiences of best-self and were analysed using interpretive phenomenological analysis. During the interviews, participants predominantly described feeling authentic in response to work-related events of a conflictual and challenging nature. Four themes were constructed from the data to describe authenticity from a best-self perspective for women in the study. These themes denote that the participating women in law enforcement, express feeling authentic when they present with a mature sense of self, feel spiritually congruent and grounded, experience self-actualisation in the work–role and realign to a positive way of being. Women should be empowered towards authenticity in their world of work, by helping them to acquire the best-self characteristics needed for developing authenticity. [ABSTRACT FROM AUTHOR]

Curriculum reform urges teachers to constantly reflect on existing identities and develop probably whole new identities. Yet, in the wake of the poststructuralist view of identity as a complex matter of the social and the individual, of discourse and practice, and of agency and structure, teacher identity is a process of arguing for themselves and hence ethical and political in nature. Drawing on Foucault’s notion of ethical self-formation and its adoption by Clarke (2009a) “Diagram for Doing Identity Work” in teacher education research, this 2-year-long case study explores how two Chinese English-as-foreign-language (EFL) teachers engaged in identity work in a changing curricular landscape. The analysis of narrative frames and semistructured interviews reveals the relations between the relative stable and the evolving elements of teachers’ identity work, and the essential role of teachers’ ethical agency based on reflective and critical responsiveness to the contextual reality and the dynamic power relations during the reform. The findings argue for the importance of nourishing teachers’ reflective identity work and ethical agency during the turbulence of educational change.

The well-being of children and young people has been affected by the COVID-19 pandemic. The shift to online education disrupted daily rhythms, transformed learning opportunities, and redefined social connections with peers and teachers. We here present a qualitative content analysis of responses to open-ended questions in a large-scale survey of teachers and students in Romania. We explore how their well-being has been impacted by online education through (1) overflow effects of the sudden move to online classes; (2) identity work at the individual and group levels; and (3) Students’ and teachers’ presentations of self in the online environment, with a focus on problematic aspects of webcam use. The results indicate that both students and teachers experienced ambivalence and diverse changes in well-being, generated by the flexibility, burdens, and disruptions of school-from-home. The identities associated with the roles of teacher and student have been challenged and opened for re-negotiation. Novel patterns have emerged in teachers’ and Students’ identity work. Failure or success at the presentation of self in online situations is relevant for the emotional valence of learning encounters, impacting well-being. Online classes have brought about new ways to control one’s presentation of self while also eliminating previous tactics and resources. The controversy regarding webcams has captured this duality: for some, the home remained a backstage that could not be safely exposed; for others, the home became a convenient front stage for school. Well-being was affected by the success of individual and collective performances, and by student-teacher asymmetries. Overall, our study of online learning indicates powerful yet variable influences on subjective well-being, which are related to overflow effects, identity work, and presentation of self.

Curriculum reform urges teachers to constantly reflect on existing identities and develop probably whole new identities. Yet, in the wake of the poststructuralist view of identity as a complex matter of the social and the individual, of discourse and practice, and of agency and structure, teacher identity is a process of arguing for themselves and hence ethical and political in nature. Drawing on Foucault's notion of ethical self-formation and its adoption by Clarke (2009a) "Diagram for Doing Identity Work" in teacher education research, this 2-year-long case study explores how two Chinese English-as-foreign-language (EFL) teachers engaged in identity work in a changing curricular landscape. The analysis of narrative frames and semistructured interviews reveals the relations between the relative stable and the evolving elements of teachers' identity work, and the essential role of teachers' ethical agency based on reflective and critical responsiveness to the contextual reality and the dynamic power relations during the reform. The findings argue for the importance of nourishing teachers' reflective identity work and ethical agency during the turbulence of educational change. [ABSTRACT FROM AUTHOR]

The well-being of children and young people has been affected by the COVID-19 pandemic. The shift to online education disrupted daily rhythms, transformed learning opportunities, and redefined social connections with peers and teachers. We here present a qualitative content analysis of responses to open-ended questions in a large-scale survey of teachers and students in Romania. We explore how their well-being has been impacted by online education through (1) overflow effects of the sudden move to online classes; (2) identity work at the individual and group levels; and (3) Students' and teachers' presentations of self in the online environment, with a focus on problematic aspects of webcam use. The results indicate that both students and teachers experienced ambivalence and diverse changes in well-being, generated by the flexibility, burdens, and disruptions of school-from-home. The identities associated with the roles of teacher and student have been challenged and opened for re-negotiation. Novel patterns have emerged in teachers' and Students' identity work. Failure or success at the presentation of self in online situations is relevant for the emotional valence of learning encounters, impacting well-being. Online classes have brought about new ways to control one's presentation of self while also eliminating previous tactics and resources. The controversy regarding webcams has captured this duality: for some, the home remained a backstage that could not be safely exposed; for others, the home became a convenient front stage for school. Well-being was affected by the success of individual and collective performances, and by student-teacher asymmetries. Overall, our study of online learning indicates powerful yet variable influences on subjective well-being, which are related to overflow effects, identity work, and presentation of self. [ABSTRACT FROM AUTHOR]

Athletes’ identity development upon retirement from elite sport was examined through a model of self-reformation that integrates and builds on the theoretical underpinnings of identity development and liminality, while advancing seven propositions and supporting conceptual conjectures using findings from research on athletes’ transition out of sport. As some elite athletes lose a salient athletic identity upon retiring from sport, they experience an identity crisis and enter the transition rites feeling in between their former athletic identity and future identity post-sport life, during which a temporary identity moratorium status is needed for identity growth. Given the developmental challenges encountered in moratorium and psychosocial processes necessary to establish a new, fulfilling identity for life after elite sport, we identified key conditions, triggers, and processes that advance how a journey of identity growth paradox experienced during liminality serves as a catalyst toward identity achievement. Elite athletes must be encouraged to persevere in this challenging identity search and delay commitments for as long as it is necessary to achieve identity growth despite experiencing uncomfortable feelings of confusion, void, and ambiguity during the liminal phase. Reforming into an achieved identity for life after elite sport would corroborate the successful navigation of transition, as elite athletes evolved into a synthesized sense of self by cementing, through a negotiated adaptation pathway, constructed identity commitments that will provide new beginnings and meaningful directions to their life after elite sport.

Athletes' identity development upon retirement from elite sport was examined through a model of self-reformation that integrates and builds on the theoretical underpinnings of identity development and liminality, while advancing seven propositions and supporting conceptual conjectures using findings from research on athletes' transition out of sport. As some elite athletes lose a salient athletic identity upon retiring from sport, they experience an identity crisis and enter the transition rites feeling in between their former athletic identity and future identity post-sport life, during which a temporary identity moratorium status is needed for identity growth. Given the developmental challenges encountered in moratorium and psychosocial processes necessary to establish a new, fulfilling identity for life after elite sport, we identified key conditions, triggers, and processes that advance how a journey of identity growth paradox experienced during liminality serves as a catalyst toward identity achievement. Elite athletes must be encouraged to persevere in this challenging identity search and delay commitments for as long as it is necessary to achieve identity growth despite experiencing uncomfortable feelings of confusion, void, and ambiguity during the liminal phase. Reforming into an achieved identity for life after elite sport would corroborate the successful navigation of transition, as elite athletes evolved into a synthesized sense of self by cementing, through a negotiated adaptation pathway, constructed identity commitments that will provide new beginnings and meaningful directions to their life after elite sport. [ABSTRACT FROM AUTHOR]