construction of the self: planning, goal setting, and awareness

Running Head: Construction of the Self: Planning, Goal Setting, and Awareness 1

Construction of the Self: Planning, Goal Setting, and Awareness

By: Bonnie Aylor

Capella Universtiy

BMGT8612 / Summer 2015 / Unit2a1


Abstract

One major aspect of building the identity as a leader is the ability to self-construct it.

This paper introduces theories of identity development and compares them to find a full

definition of such constructive processes. Then it introduces my own process of identity

constructions, stating some examples from dealing and observing others. It finds that my

identity construction is best explained as planning, goal setting, and awareness, methods that are

backed by researchers in the field. I then explain the way that the literature has provided me

more awareness of my own actions towards building my identity and how those actions can be

strengthened using that awareness for continuous improvement of the self. I then explain

contributions of groups nd significant others towards my self-construction. Finally, I conclude to

end with a graphic that represents my current depiction of the construction of my best-self.


Table of Contents

Abstract ............................................................................................................................................ 2

Introduction ...................................................................................................................................... 4

How Identity Construction Occurs .................................................................................................. 4

Comparison of Theories on Identity Construction ........................................................................... 6

My Own Identity Construction ........................................................................................................ 8

Stages of Construction ................................................................................................................. 8

Self-Building Activities ............................................................................................................... 9

Goal Setting ............................................................................................................................. 9

Awareness ............................................................................................................................. 11

A Threefold Affect .................................................................................................................... 12

The Articles and My Idea of Identity Construction ....................................................................... 13

Contribution of Significant Others ................................................................................................. 14

Clubs and Associations .............................................................................................................. 14

My Daughter .............................................................................................................................. 15

My Family ................................................................................................................................. 16

My Sisters.............................................................................................................................. 16

My Feminism ........................................................................................................................ 16

Conclusion ..................................................................................................................................... 18

My Identity Graphic ....................................................................................................................... 18

References: ..................................................................................................................................... 20


Introduction

When constructing an individual identity, people tend to adhere to patterns of

development that can be researched and understood. Researchers have studied these patterns to

discover stages of progress as well as information about how different ways of constructing

come about. This paper will present a cuple of those theories, attempt to compare them, list the

ways that my own identity has been constructed, how those sets of research differ from what I

already know about how my self-identity if formed, and then present an overview of how other

people have influenced that identity in my life. Finally, I will conclude by describing a graphic

that represents my own self-identity construction.

How Identity Construction Occurs

One of the most important things about forming a leader out of the individual person is to

deliberately construct the identity in such a way that a leader forms. There are a variety of

theories regarding identity construction. According to Robert Kegan (Erikson, 2006) there are

stages of development that a person must go through that are related to multiple factors - such as

life experiences, natural maturity, a person's religion, and a person's outlook on life. For these

stages of development, a person does not reach the next stage until the current stage had been

fully overcome (Erikson, 2006). However, the indiviudal stages are not fully overcome unless

certain inciting activities occur to spur a person's mentality past the current stage and into the

next stage (Erikson, 2006). Although this theory has some similarities to the theory of best-self,

it is unique in many ways.

The theory of best-self focuses on a person developing their identity around a system of

feedback. According to Roberts, Dutton, Spreitzer, Heaphy, & Quinn (2005), the stages of

personal identity are more related to feedback from the external world. The stages can be related


to self-efficacy, an internal agency, or through personal relationships. These factors are greatly

affected by the time and presence of jolts (Roberts et al, 2005) that require a positive emotion in

order to form a good image towards confident self-identity. With self-efficacy, jolts are

ineffective towards a negative self-image since the person already believes in what they are

doing (Roberts et al, 2005), yet they are negative towards self-efficacy when they are coupled

with troubling relationships where the other people are either non-supportive or willing to assist

in strengthening the negative feedback. This theory follows succinctly with Layder’s (2004)

theory that depression and lack of emotional support can lead a person away from full access to

the true self. However, jolts coupled with agency can continue in a direction towards a positive

self-identity because the person experiencing them believes in the idea that they are in control of

their own motivation and their own sense of ability to accomplish things (Roberts et al, 2005).

In this style of personal identity development, there are not necessarily specific stages of growth,

however each experience builds on newer experiences and helps the individual self to grow

towards their best-self and develop a leadership mentality.

Although self-efficacy is just one factor in the personal identity development process, it is

a factor that has undergone much research. Bandura (1977) has been a leader of this research,

studying the ability for self-efficacy to assist patients in overcoming their fear of snakes. In

these studies Bandura (1977) tried different methods of assimilating patients to the snake - role

models, practice of greater intensity towards holding and handling the snake, and interruption of

fear related arousal. Regardless of the method, increased level of self-efficacy was the

predominant form of relieving the fear of the snake, and all three methods needed to interact

efficiently to build those levels of belief (Bandura, 1977). No single method alone was capable

of building the patient's ability to believe that they could handle the snake as efficiently as all


three methods combined, or as efficiently as for those patients who already experienced self-

efficacy before treatment (Bandura, 1977). This study shows that self-efficacy can be isolated as

a dominating factor.

This study of fear is not the only evidence that belief in the self as being able to do

something is a dominant characteristic in identity formation. Bandura & Locke (2003) applied

the concepts of this study to a study regarding goal setting and the team atmosphere, discovering

that a collective efficacy assisted in enhancing team performance. They also discovered that this

collective efficacy was due to the individual self-efficacies developed through member’s

interactivity with the team (Bandura & Locke, 2003). This reaction was greatly increased when

implemented through a goal setting process where teammates were looking to accomplish a goal.

That goal accomplishment increased self-efficacy and the ability to know that each teammate

had the same opportunity to further enhance collective efficacy (Bandura & Locke, 2003). This

is similar to a study of leadership by Paglis (2010) that found that self-efficacy and follower's

self-identity was increased through goal setting activities, further increasing collective self-

efficacy and team performance. Many times, when the individual can assimilate themselves

with the team environment and the team is more able to believe in success, that individual is also

able to increase their belief in their own unique success.

Comparison of Theories on Identity Construction

While it is important to study each of the theories on self-identity development, it is also

important to compare them in order to develop that broader image of how this identity can be

construed in the individual. Major differences can be seen through a study if the main theories

providing a comparison of Roberts et al (2005) and Erikson's (2006) depiction of Kegan. Kegan

attempted to describe the development process in stages, where one level cannot be reached


without first passing through a previous level, with such progress enabled through inciting

activities (Erickson, 2006). In the same sense, Roberts et al (2005) does realize that experiences

are built upon each other, however the occurrence of different types of development are random

and customized according to a person's life experiences. For Roberts et al (2005) a person does

not have to wait for an inciting act to pass through one stage to the next, developmental

processes can happen at any time for any type of identity inducing event. These theorists present

a major difference in that one believes that everyone develops exactly the same, just at different

speeds, whereas the other one sees that this development differs by the person according to what

experiences they have.

Another difference between the two theorists has to do with the length of time an identity

construction will last. According to Roberts et al (2005), a variance in the strength of the

stimulus causing a change in efficacy may display a difference in its effect to create a lasting

level of self-identity. However, Kegan (Erickson, 2006) believes that once a stage has been

transformed, the activities leading to the ascendance into that new stage creates a situation in

which resurgence to the previous level does not occur. Roberts et al (2005) can match this

theory when explaining that his best-self creation adjusts itself by building on previous

experience, where the coherence to reactions of previous experiences will determine its strength

in the present. So while the major belief is that the identity construction is either permanent or

not, strong experiences can be the difference within both theories that set that strength of

coherence to each level of change.

Even in the face of thee differences, there is evidence that some similarity exists. Both

researchers realize that the development process will differ considerably with the psychological

bearing of different cultures, different family experiences, and different types of religious


experiences (Erikson, 2006; Roberts et al, 2005). Even though Roberts et al (2005) recognize

that the events occur at random, they also mention that there are purposeful practices that can be

enlisted to bring someone from one level of the best-self to the next, coinciding well with

Kegan's (Erikson, 2006) theory regarding the specific steps taken to move a person from one

stage of identity construction to the next. From this comparison one can derive a summative

image that such development happens in stages with inciting events that can occur randomly as

varying degrees of shock, interpreted by the way that one is engaged by a combination of

psychological support ranging from self-thoughts, relational levels of support, and the exercise of

control over one's life. In this respect, such development of self-identity can be purposefully

shaped in order to form at the individual will or through environmental preferences.

My Own Identity Construction

Stages of Construction

When studying identity construction it is important to compare the literature to one's own

experiences in order to find out how the personal identity construction has been developed, and if

there are any places that can receive more influence once that knowledge is analyzed. When

reviewing the literature along my own path of identity development, I can see examples of all of

the stages of development over the span of my life, as well as examples of how Roberts et al's

(2005) theory of best-self manifests within my own life. Sometimes it takes the best-self for the

different stages of development to move from one level to another. Sometimes those shocking

situations can move a person to the next stage and then there will be a resurgence back to the

previous stage when the shock is not continuously reinforced. I notice that I am best when I am

able to create and be expressive, especially with artistic endeavors. I am also best when I am

able to understand the underlying meaning of things.


Sometimes different stages can advance to an in between stage where a person will be at

the new stage, but still maintain characteristics of the lower stage. Kegan (Erickson, 2006)

explains this when attempting to describe different activities of inciting events that are meant to

move a person from one stage to another, alluding to an in between period. An example of this

in my life when I advanced from the Kegan’s (Erickson, 2006) third stage to the fourth stage as a

teenager. During this transition the self-efficacy that I felt trying to relegate other's self-efficacy

after watching a group of my peers attempt to break other peer’s self-confidence down reinforced

the shock given to me by that negative talk so that I continued to move around and make friends

with everyone, a major manifestation of Robert et al’s (2005) theory regarding agency.

However, at that time I lacked the relational stimulus that was able to repeatedly reinforce the

shock, so I did not look for such self-attainment through religious ventures. In this instance, I

was receiving the relational stimulus that I needed, as suggested by Roberts et al (2005) through

the religious acquaintance. Eventually I was living in a different town and I was not attending a

church and my religious viewpoints began to change when the relational stimulus related to that

religion changed, further stimulated my investigative identity formation found in Kegan’s

(Erickson, 2006) fourth stage. At that point, I began to read books and to seek out the inner self

to derive my religion and no longer adhered to a group image to find what I believed.

Self-Building Activities

Goal Setting

One of the major activities that I have engaged in for the purpose of building my self-

identity is goal setting. I am a woman that lives with an emphasis on focus - once I set my mind

to do something I am going to accomplish it regardless of what comes in my way. According to

a study conducted by Bandura & Locke (2003), individuals working in a team atmosphere excel

Running Head: Construction of the Self: Planning, Goal Setting, and Awareness

10

much more proficiently when developing their ability to believe that they can accomplish

something when they are able to work with goals. This research is further exemplified in a study

conducted by Paglis (2010) showing that leaders perform better when providing goals for the

group and the self. Marcus, Selby, Niaura, & Rossi (1992) also found that the belief that one can

exercise and that they can get through an exercise routine increased with goals and awareness of

what would happen when they tried. I normally take a task and break it down into its small little

minute pieces and then make small goals related to each one of those pieces, even setting a

timeline of completion. AS each goal is reached, it is ever increasingly simpler to believe the

full objective will come to fruition, even if I already believed that it would.

Even in dealing with fear, it is important to be to use goals. This attribute is similar in

meaning to the experiment led by Bandura (1977) where patients were given different levels of

treatment at different stages. For example, in the situation where I was telling my daughter that I

will force myself to pass out when trying to fall off the waterslide from a large height so that I

don't panic and make a threatening mistake out of fight or flight, I set goals. Even though I did

not write the goals down, as I often do, I took an overview of all the different waterslides

available and said that I was going to go on this one and then that one, until I worked myself into

being able to slide on the tallest slide. The one slide that I am not able to take, I set the goal of

increasing access to it. Increasing study of it, and comparing its true measured height to other

slides I've been on at other parks, and comparing its height to different elevations of view to it.

As each goal is achieved, I feel satisfied and highly rewarded regarding the outcome, and this

allows me to move on to the next stage.


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Awareness

Although goals are the number one point of importance, my second instinct towards

moving to a new stage in self-construction is to find out the information about my next steps. No

matter what, I will break the project down into small goals, and then I will find the information

about it that I need in order to know the best way to tackle each step. Bandura (1977) tested his

fear patients regarding their level of knowledge about the snake, and about the ways to handle

the snake, and compared it to their levels of self-efficacy - he found that this knowledge

increased the ability to believe that they could handle the snake. Roberts et al (2005) found that

when a jolt happens, the ability to believe that there is control over the situation increases

personal agency and then increases the positive attainment of best-self. In the exercise study

conducted by Marcus et al (1992), the leadership study conducted by Paglis (2010), and the team

study conducted by Banduras & Locke (2003), it was further attained that awareness of all of the

factors related to that goal increased the individual's ability to believe that they could accomplish

the goal, and further increased the performance of it. It is apparent that having an awareness of

the things entailed in completing the goal is just as important as making goals.

Achieving goals and being informed about these goals works great for my own self

construction as well as for my best-self-image of helping others. I remember when I was leading

a group of grade school kids in my neighborhood after school into a choreographed routine that I

made up. Some of the kids were quicker to catch on to the moves than others, for those kids that

could not catch on I broke the moves down into even smaller parts and we all practiced those

small parts one at a time and then built them up until they could be stacked with the other moves.

I even told them some common mistakes, and the way that it may or may not feel when enacting

the move. It was funny because each kid didn't even realize they were doing it right before it


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was over. Clearly, having awareness and placing that awareness into tiny goals was able to

override their apprehension towards their abilities.

This is not the only instance where I have encountered this effect consciously. A similar

example has to do with this female who was overweight at the gym working with a group of

friends that were mostly perfectly fit. They were doing some sort of cardio exercise and the

female was starting to get nervous as her heart rate increased and she wheezed a little as she was

bouncing. At first it seemed she could override that nervousness with laughing, but then it was

all over her face that she was nervous. If she'd have known that her heart might start beating

faster before any of the other people due to the fact that her body fats would react quicker

without being used to the movements, she would not have panicked thinking she was having a

heart attack. Once I mentioned to someone that I thought she didn't know about that aspect of

her exercise and that other person explained to her what was happening, she laughed a little and

endured even longer. It was as if that knowledge enriched her with a fully renewed faith in what

she was doing. For my very own weight maintenance plan, I constantly set new goals,

researched new exercises and diets, and then researched everything that I could find out about

what these things were supposed to do to my body. I remember that knowing what to expect put

me in complete control of my own self, and become the main motivating factor for

accomplishing what I did.

A Threefold Affect

This coupling of goals, planning, and obtaining awareness has even worked with dealing

with groups as well as with completing my education. Every time I deal with a situation in

which I have to make these sorts of decisions, I always plan out what my next steps are and

include in this planning what I think will be the good and bad consequences. It does not matter


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to me what the bad consequences are, I just make myself aware of them so that when the

negative shock occurs I am already prepared for it and it won't affect me. Even when that

negative shock is something as simple as rejection, discontinuance of a friendship, loss of a work

relationship, or even harassment, I make myself aware ahead of time so that I can continue once

the protesting shocks occur. As Roberts et al (2005) explain, these shocks only effect the

situation depending on the person's culture, their self-belief, their level of agency, and their

vulnerability to relationships. The three factors of planning, goals setting, and awareness are the

most important parts of self-construction.

The Articles and My Idea of Identity Construction

The articles presented in the course so far have had an impact on my idea of self-identity.

Previous to this course I had thought self-identity was constructed through childhood experiences

and the way that the individual was raised by the family. However, I never had broken down the

identity construction process into sets of stages. I did inherently realize that shocks were a part

of self-identity, but I never realized that their timing and placement within the steps were of such

a level of importance that there are things that could make them void. I did, however, realize

that shocks were important to identity construction because they were one thing that I used to

apply towards my own child in her personal identity construction, but I did not realize this

consciously. Knowing what concepts I am using can help me to build them more proficiently

with my present methods and build upon them more adequately.

I recognize a lot of the characteristics that can propel a person to a higher stage of

development as professed by researchers appear within myself. For instance, self-efficacy is a

major characteristic that has been reinforced in me my whole life. Even for my own daughter,

self-efficacy, or self-agency, has always been of utmost important - I refuse to let someone give


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me age levels of stages or even throw upon me words and labels that are meant to hinder a

person from their growth. A person that wants to build their identity and their intelligence has

every right to take that desire and run with it, no matter what the outside world thinks of them. I

have always exercised that in my own life and have always impressed that upon my daughter and

anyone around me that I feel is oppressed or suffering. The most thing that the articles have

done were to increase my awareness that these things that I have known are real aspects of the

construction of the self towards the best image of the self that exists are true and researched

theories.

Contribution of Significant Others

Clubs and Associations

Although it seems like self-development should be something that happens on the

individual level, influences from significant others in a person's life can have a heavy impact on

that construction of the self. According to Robert et al (2005), one of the major systems of the

best-self-construction has to do with the relationships in one's life and how those relationships

interact with the jolt. Robert et al (2005) also explain that some people even construct their

groups in order to encourage their activities related to the best self. Paglis (2010) and Bandura &

Locke (2003) both found that the acquaintance to the group increased leaders and group

members sense of self efficacy, as well as the outcome of performance associated with that

group. Although I work a lot as an individual, contributions of significant others have paid

tribute to my self-construction.

One such contribution has been my own enlistment in group activities. I choose clubs

and organizations that not only have a purpose similar to my own purposes, but that have

activities that are the same as the kinds of things that I like to do. This way I can encourage


15

myself to join activities based on the relationship with the group. By the phrase relationship with

the group, I mean based on my promise to attend. I normally place myself in a position within

these groups that has me contributing to activities in a way that effects their outcomes - volunteer

type work. Therefore, I put myself in a place where group members are counting on me to

attend, and then I get the side effect of enhancing my self-identity in these areas where I want to

grow in fulfillment of my commitments. Group activities are a positive addition to my self-

identity construction.

My Daughter

Another way that significant others contribute is through my love of the person involved

and my attention to their own self-construction. For instance, I make a lot of decisions related to

how my choice will affect my teenage daughter in the long run. So I don't drink, I don't go on

dates unless they are related to something that is important in my life, and as an affect I do not

stay out real late at night. This association with my daughter has also had a major impact on my

will to get involved in clubs - staying at home all the time is bad for her social and networking

skills, and also getting involved with responsibilities at the clubs increases her exposure to

volunteer opportunities. I also sometimes ask her advice regarding how to dress since she is up

to date on the fashions and I'm getting to be an old lady. What’s most important is that I teach

her all of the interactions that can affect her self-identity just as I have always learned them, so

that she can grow up to be herself and not what someone else has made of her. In doing this it

has reinforced me to practice what I know inherently within myself so that I don’t become lazy

with my own self-identity construction.


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My Family

My Sisters

There are other significant people that have had an impact on my self-construction. First

of all, both of my sisters have made a major impact. It is apparent that they know that they have

had an impact because they both react to me in a way as though they are going to try to exercise

a dominance, but their impact is not conscious to them. The two of them have been raised with

an ever increasing sense of self efficacy in the face of debilitating situations, mostly because of

my Mom's own internal feelings about a cousin with Parkinson's Disease - apparently people

with Parkinson's Disease have to have an extensive amount of support way beyond the normal

caliper of extra support, in order to believe in themselves enough to maintain agency. In effect,

my Mom has built my sisters up to believe that it does not matter what label is placed on them,

even when doctor's call them mental they can still do whatever they want to do. Watching these

behaviors in my two sisters, indirectly encouraged by my family, and knowing what they are

struggling through has increased my own beliefs in what I can accomplish as well as my own

agency towards that accomplishment.

My Feminism

My family never fully focused on my own self efficacy, instead they focused on building

up a confidence regarding a completely different kind of label - being female. This building of

confidence started with my first auto-biography where I studied Wilma Mankiller, former chief

of the Cherokee Indian tribe. Previous to my deciding to do this autobiography, I did not know

that women could be chiefs, I only knew that my Mom had told me that my grandma and her

husband were Native American. I wanted to study an important person in the Native American

life, someone that could teach me a little about what my family’s traditions were like towards


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females, and I did not want it to be Pocahontas. I found Wilma. She became a symbol of what I

could be as a female.

Choosing to study Wilma was not an independent aspect of being female, but a shared

belief in some of her theories. I also learned about her efforts towards nature and her theories

about how it all interacts and that nature can affect humans in ways we don’t know. This had an

impact because I was always protecting nature. When my sister was young she started going

under a trailer at the house of a friend of my parents and I told them they should make it so that

to have a trailer they are required to put one of those fences with all the holes under their

foundation so that snakes could crawl under the trailer but not my sister so she wouldn't get them

angry and get bit. My first access to fish I found that I could not eat it because it looked too

much like a living fish and I stayed up until 12am to protest eating it. This similarity with Wilma

allowed me to look at those things and it reinforced my ability to be a leader.

Wilma was not the only influence, my family used my confidence from her to build upon

that will for a female to be a leader identity. My Mom became an example of a woman’s

strength when she began to use her accounting field to teach other women around her a set of job

skills and get them into stepwise leadership positions within the community. My Aunt Debbie

also encouraged my growth by taking me on visits to colleges that provided leadership and law

school type education to women. Finally, my Aunt Carol began to bring me to the Business and

Professional Women's club meetings where I got to exercise leadership positions on the

membership committee, encouraging other people to attend the meetings and join. In this

respect, my family directly attacked my only assumed disability at the time and turned it into the

highest level of self-efficacy possible. It is my belief that without this stimulus I'd never believe

I could accomplish the things I have today.


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Conclusion

There are many theories of self-construction, and those theories can overlap to form a full

summation of the individual. In this report I was able to represent the information so far that

represents the way identities are formed and compare those theories to provide a summative

overview. This overview conceptualizes that identity is formed in stages through attainment and

increased levels of awareness, but by certain stimulants related to belief, associations with other

people, and confidence that are used to reinforce inciting incidents of surprise. My own identity

construction works best when implemented through planning, goal setting, and awareness. It is

then reinforced by my ability to choose ways to help other people. This constructive outlook has

been deeply instilled by examples from loved ones through their own identity development.

With deliberate action, this construction will continue to grow.

My Identity Graphic

Sometimes a person can develop and shape their own self-identity through the process of

self-symbolism. I have created a graphic to represent aspects of my identity construction. This

graphic is a rose. The petals of the rose represent all of the small parts that I break large

objectives into and the way that they fit together beautifully into a whole. The use of a rose

represents continuity and flexibility - even when the bloomed rose flower finally shrivels up and

blows away, a new one is formed. I am constantly looking to improve myself and reshape who I

am, this cycling of rebirth represents that constant growth. The different dyes that effect the

coloring of the rose also signify my perseverance towards my goals - although the obstacles and

conditions surrounding what I am working towards might impact me in some way, they only

change the color of the outcome but they do not change the full objective, nor the beauty of it.

This is my rose.


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http://search.proquest.com.library.capella.edu/docview/845790524?pq-

origsite=summon&http://library.capella.edu/login?url=accountid=27965

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construction of the self: planning, goal setting, and awareness

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