organisational behaviour

1. “Review Sheet on relating Erik Erikson’s theory and an autobiography of a manager”
Erik Erikson’s stages of psychosocial development model represents probably the most well-
known and highly regarded map of the human life cycle in contemporary western culture. This
theory was first articulated in 1950 in chapter seven (“The Eight Ages of Man”) of his
book Childhood and Society, and further developed in later books and articles. Erikson
adapted Freud’s theory of psychosexual development (oral, anal, phallic, genital) to a wider
social-cultural sphere, and extended it beyond adolescence into early, middle, and late
adulthood. He referred to his theory as epigenetic, meaning that it traced the development of the
human organism from an undifferentiated state of psychosocial organization through successive
levels of differentiation from early childhood to adult maturity. He also characterized each of the
eight stages in terms of a conflict, struggle, or crisis occuring between two opposing
psychosocial orientations (e.g. intimacy versus isolation), which in turn gave rise to specific
psychosocial outcomes.
KEY CONCEPTS
Erikson’s psychosocial theory of development considers the impact of external factors, parents
and society on personality development from childhood to adulthood. According to Erikson’s
theory, every person must pass through a series of eight interrelated stages over the entire life
cycle.
ABSTRACT
This is a case written in autobiographical style of an Indian manager. He was 31 years old with
nine years' working experiences and currently working for a Software MNC. He was the only
son of his parents. After graduating from the Indian Institute of Management, Ahmadabad, he
joined an Indian consultancy firm based in Chennai and moved to the company where he is
currently working five years later. His brief marriage had ended in a divorce. In his current job
he was being shuttled from one crisis to another, fire fighting all the time. He had to decide about
an offer to go back to his previous employer. He also had to decide if he wanted to marry again.
This case explores the need and challenges in personal goal-setting and decision making.
I. SOME BASIC IDEAS
PSYCHOANALYSIS. Erikson commented, "Psychoanalysis is a habit of thinking which
reduces every situation to an earlier one." FIXATION is understanding later problems in terms of
fixations at earlier levels of development. The term belongs to libido theory. It means that libido
never moves away from a certain area in a person's life. In Erikson's view, libido theory served
mainly to help organize things at the beginning of psychoanalysis.
SOCIAL AND HISTORICAL FORCES. Work with the Sioux showed Erikson how much

2. mind was influenced by social and historical forces. He asked mothers, "Before white people
came, how were your children brought up?" They loved to talk about that and wondered why no
one had ever asked them. The historical era we live in plays a big role in our identity.
Throughout life we are constantly rebuilding and renewing our identity. Our lives always have a
psychosocial aspect. How the person fits into the social structure. A person who doesn't have a
place is apt to be more upset, more driven.
IDENTITY IS CENTRAL TO ERIKSON'S THINKING. Erikson coined the term "identity
crisis". He lived such a crisis in his own life. At a young age found out his father was really his
stepfather. Went to art school against his stepfather's wish before entering psychiatry. Emigrated
to the U.S.. In an identity crisis, we feel we must turn one way or another.
Our identities can change. An adolescent may adopt a set of values as part of his or her identity,
but they are not necessarily mature values, and may be changed. Early in life, a negative identity
may emerge from having been shamed, punished, made to feel guilty. Adolescent may become
suddenly aware of the need tor a separate identity from others, different from parents'
expectations.
Even if one has solved an identity crisis, later changes can precipitate a renewal of the crisis.
TEENAGERS. On teenagers, he said, "Young people in serious trouble are not fit for the couch.
They want to face you and want you to face them." It's a mistake, he said, to treat young people
in groups like gangs as people with only negative values. Rather we can see them as people who
have gotten sidetracked in looking for the truth.
POSITIVE AND NEGATIVE ASPECTS OF STAGE CRISIS. In a healthy solution to a
stage crisis, the positive resolution dominates. At the same time, some contact with the negative
aspect is important in development. It doesn't make sense, for instance, to trust ever¥one
blindly.
TROUBLE AT ONE STAGE NEED NOT RUIN EVERYTHING. We can develop through a
stage negatively and still go on with our lives. You can go on and go through later stages
productively or you can not. Then in therapy, you trace your way back to what you missed and
work through it.
II. "EIGHT AGES"
1. BASIC TRUST VS. BASIC MISTRUST. (0-2) An infant in this stage is faced with a crisis
similar to Freud's oral stage. He or she depends on others to get needs met. If this is
accomplished the child developes a sense of trust which carries on. If this crisis is not resolved,
may carry a sense of mistrust and fear into adult life relationships. Basic mistrust, if strong
enough, may even induce a psychotic break. The person doesn't trust the reality systems of other
people.

3. 2. AUTONOMY VS. SHAME AND DOUBT. (2-3) The child becomes mobile with his or her
world. Being aboe to move about helps develop a sense of independence (autonomy) if
encouraged and there is a consistency from the adult. A child faces failures and inconsistencies
feels shame and doubts his or her self worth. Severe toilet training attempts before the child is
capable of self control can lead to this outcome, as can unwinnable power struggles with adults.
(Adults getting sucked into these power struggles result in the "terrible twos.)
3. INITIATIVE VS. GUILT. (4-5) The child is at a stage comparable to Freud's phallic stage.
He inquinsitively explores his or her environment trying new things. If parents reinforce this
sense of independence and investigation, the child develops initiative. When the parent is
restrictive, the child develops a sense of guilt.
4. INDUSTRY VS. INFERIORITY (6-12) the child starting school is faced with a new social
role and of getting approval from others by being able to perform certain tasks. A child not
developing these skills and feeling accepted on the basis of competent performance will develop
a sense of inferiority. The same applies to household tasks, or tasks learned outside schools in
tribal cultures.
5. IDENTITY VS. IDENTITY CONFUSION. (12-18) Freud called this the genital stage. The
person strives to find identity and place in the world sexually and socially. Trying to find out
what to do with their life. During this stage if past experiences are integrated, and past crises
resolved, there will be a strong ego identity. When ego is not strong, there is identity confusion.
6. INTIMACY VS. ISOLATION (19-25) Central focus is need for intimacy. Trouble in this
stage is being unable to relate intimately to others. The person may develop a feeling of isolation,
feeling alone in the world and with no one to depend on.
7. GENERATIVITY VS. STAGNATION. (26-40) In midlife the need for intimacy is not
enough and there is a need to generate oneself in some way. The ability to look outside onself at
the world, contribute to it, and in so doing, be happy. The person not able to generate themself in
some way becomes self-absorbed, self-centered, and feels a sense of stagnation, asking, "What
have I done with my life?"
8. EGO INTEGRITY VS. DESPAIR (41-) If the person has developed a sense of unity within
himself or herself there will be ego integrity making old age a happy time. Erikson felt that if
you had previous unresolved stages and felt your life full of disappointments and failure, you
may experience despair, regret, and hopelessness in later years, being unable to face life at this
age.

4. Critical Evaluation
Erikson’s theory has good face validity. Many people find that they can relate to his theories
about various stages of the life cycle through their own experiences.
However, Erikson is rather vague about the causes of development. What kinds of experiences
must people have to successfully resolve various psychosocial conflicts and move from one stage
to another? The theory does not have a universal mechanism for crisis resolution.
Conclusion
In conclusion of this article I would like to mention that, Erickson theory is fully based on five
principles. He believes that all human have the some basic needs and individual development
depends on reaction towards these basic needs. Everyone wants to achieve his/her basic needs in
their life. Therefore Erickson concluded that human development progresses according to
specific stages. He also states that each of those stages has crisis and those crisis must be
dissolved before an individual can function successfully at the next stage.
NOTE
The ages given are approximate, and can differ substantially for different people. Also elements
of a process described as dominant at one stage can be present at other stages.