Category: Contributed by Sara R. S. T. A. Elias

The uncanny, dreams, and organizations

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In “Accessing uncolonized terrains of organizations: Uncanny force of sleep and dreaming,”  Tarja Salmela, Anu Valtonen, and Susan Meriläinen (2020) explore the uncanny as a powerful perspective for revealing blind spots in organizational subjectivity and organizing. Drawing from autoethnographic material, the authors show “how the uncanniness of dreams and sleeping is experienced in organizations” (p.33).  At the root of their exploration of uncolonized organizational terrains is an unsettling of the neat physical borders that bound organizations, a problematization of binary thinking, and a questioning of static categorizations - all of which are pervasive in rationalist thinking.  

The authors introduce us to a novel way of using dreams and dreaming, the “unconcept” of uncanniness, and stories in interpreting the experience of researching and working in organizations. Yet, the article does not provide solid answers about how to link dreams to interpreting organizational culture, how to “use” the uncanny, and the role of stories and photographs in seeing and telling uncolonized terrains. 

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Psychoanalysis, teaching, and learning

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CPOS is proud to present their third biennial workshop, "New Engagement with the Future: Psychoanalytic Perspectives on Anxieties and Defenses in Teaching and Learning (about Management and Organizations)". The workshop will be presented online as part of the annual symposium of the International Society for the Psychoanalytic Study of Organizations on June 29, 2022 at 6:30am CST.

For more information and to sign up visit: https://am2022.ispso.org/AM22-Workshops

CPOS associates will share their experiences at the intersection between psychoanalysis, educational institutions, and classroom teaching practices – focusing on how we see psychoanalysis as potentially disruptive to dominant theories, practices, and discourses of teaching and learning. Psychoanalysis usefully provides important concepts that can help us unpack unconscious meanings and motivations – transference and countertransference, splitting and projection, denial and defense, illusion and disillusionment. And, it offers something more – a way of being and working in the space of education that has the potential to encourage reflection in action and support our efforts to work together to move past the trauma of the pandemic and build a better world.

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Negative emotions in entrepreneurship

Today’s social and political environment often embeds entrepreneurs in “entrepreneurial ecosystems”, which shape their emotional and motivational responses. In researching social interactions, Doern and Goss (2014) found that Russian entrepreneurs experienced negative emotions, like shame, and enacted behaviors to manage such emotions in interactions with state officials. Their main finding is that while such behaviors may help entrepreneurs “manage negative emotions, and minimize conflict” they also “corrode entrepreneurial motivation” (p. 864) and distract entrepreneurs from developing their ventures. One key takeaway for us is the authors’ exploration of shame as “one of several ‘social,’ ‘other-oriented’ emotions … that have an important function to play in social interactions” (p. 866). We share the authors’ enthusiasm about raising awareness of the role of negative emotions in entrepreneurial success, failure, and motivation. We add to it the encouragement for scholars to continue to explore the entrepreneurial mindset, and the pursuit of innovation, as a psychosocial process laden with both conscious and unconscious emotions, thoughts, and imaginings.

Reflections on the research pair

In this short post, we reflect on the fieldnote-writing method presented in our 2020 paper entitled "(Inter)subjectivity in the research pair: Countertransference and radical reflexivity in organizational research". While fieldnote-writing is often associated with a lone researcher in a distant land, we have found it useful as a collective process in both organizational and field research. The process we developed may prove especially useful to researchers and practitioners who already use a psychosocial approach to organizations. And, our fieldnote-writing method, when used in concert with organizational assessment, aids in making both the analysis and intervention phases of the work more meaningful. Throughout the paper, we share our ‘behind-the-scenes’ experiences, demonstrating “how a research pair working together in real time can become aware of their intersubjective processes, fold together multiple dimensions of experience (conscious and unconscious), and co-construct a shared understanding of organizational dynamics” (p. 1). We also share how we discovered that the research process can yield much more than we initially thought possible. Discovering those hidden possibilities is what reflexivity is all about - and it is at the heart of the psychoanalytic endeavor.