Jung, archetypes and mirroring in organizational change management

Carr, Adrian

doi:10.1108/09534810210440388

Cited by 35 publications

(39 citation statements)

References 3 publications

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“…As in the case studies by Carr (2002) and Willcocks and Rees (1995), the conceptualization of lecturers' views around an archetypal framework reflect the tensions arising from conflicting organizational expectations on performance, such as emphasis on research output versus personal investment in teaching innovation and enhancement. Naturally, we would like to aim to as many as possible becoming engaged from the main core of undecided teachers.…”

Section: Discussionmentioning

confidence: 99%

Exploring feelings about technology integration in higher education

Rísquez

Moore²

2013

Journal of Organizational Change Management

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Purpose -This study utilises two key psychoanalytical concepts -individuation and congruence -in order to analyse individual responses to organisational change and to propose a tentative framework for considering psychoanalytical dynamics when organisational change is proposed, or underway. Design/methodology/approach -We analysed 146 responses to an open ended survey, which focused on respondents' attitudes to the introduction of learning technology in a higher educational context. We asked organisational members to share their views about the proposed organisational change, and clustered these anonymous responses into meaningful categories, based on the psychoanalytically relevant notions of congruence and individuation. Findings -As well as generating a proposed list of archetypes associated with individual responses to organisational change, we emphasise how strongly our own tentatively generated categories align with the notion of authentic individuation as an important aspect of motivated organisational behaviour. Originality/value -This tool could provide a useful analytical backdrop for organisational change in general, and it could help to focus organisational attention on the importance of a psychoanalytically informed discussion on change by paying attention to privately held views, and partially articulated feelings about change.

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Section: Discussionmentioning

confidence: 99%

Exploring feelings about technology integration in higher education

Rísquez

Moore²

2013

Journal of Organizational Change Management

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“…Archetypes operate through language and enable sensemaking; they have a tendency to recur in myths, legends and folk-tales, as well as in private fantasies and dreams (Campbell, 1972, Jung, 1934-1954/1968). hey also turn up in tales about management and organizations, both in the form of ield stories collected in the ield, and taking the shape of theoretical relection (Bowles, 1991;Carr, 2002;Kostera, 2008b). In management studies archetypes in the Jungian sense are typically used in four characteristic ways: as a way of revealing hidden aspects of organization (e.g.…”

Section: Archetypes In Management and Leadershipmentioning

confidence: 99%

“…In management studies archetypes in the Jungian sense are typically used in four characteristic ways: as a way of revealing hidden aspects of organization (e.g. Bowles, 1993;Höpl, 2002), to translate values into more personalized forms, closer to experience (Bowles, 1993;Carr, 2002), to make sense of powers that are present within the organization as a potential, i.e. which may or may not be brought to life (e.g.…”

Section: Archetypes In Management and Leadershipmentioning

confidence: 99%

“…Lack of feminine aspects of contemporary organizations (Höpl, 2002); the dark side of organizations (Bowles, 1991) Translation Values, vices and virtues Mythical characters expressing organizational values (Bowles, 1993), virtues and vices related to change (Carr, 2002) Sensemaking Powers, talents and abilities Potential abilities that may or may not be realized by organizations (Parker, 2008), communicative powers within the organization (Kociatkiewicz, 2008) Inspiration Motivation and imagination Ideas for managers to help them becoming more successful and sensitive leaders (Hatch, et al, 2005) (2006) suggests that this may be so because they look good, just like a good leader, or indeed a good king, should. Leaders may also become narcissistic out of a sense of duty, feeling they have to be more than human in order not to let people down.…”

Section: Uses Of Archetypes Aspect Of Organization Example Revelationmentioning

confidence: 99%

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The Good Manager: An Archetypical Quest for Morally Sustainable Leadership

Kociatkiewicz

Kostera

2012

Organization Studies

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Abstracthis paper explores the potential for morally sustainable leadership, i.e. leadership with an awareness of both light dark sides contained in the role of the leader, as symbolized by the archetype of the king. A narrative enquiry aiming at the study of ictive stories authored by management theorists and practitioners from diferent contexts, interweaving collective individual elements, brings to light how issues of leadership goodness are related to each other and to other themes. he stories are presented as archetypical tales, that is, stories that touch profound aspects of culture the psyche. hey reveal what happens if people are asked to imagine a good manager, how this results in tragic ironic representations, rather than tales of straightforward goodness.

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“…Jungian archetypes are used in studies of organizations to depict and interpret hidden and dark sides of organizations (e.g. Bowles, 1991;Carr, 2002;Kociatkiewicz and Kostera, 2010), to explore the inspirational potential of images of heroes, heroines and villains (e.g. Bowles, 1993;Aaltio, 2008), to narrate mythologized aspects and qualities of organizations (e.g.…”

Section: Telling Intertwined Stories: To Explore and To Learnmentioning

confidence: 99%

The Speed of Experience: The Co‐narrative Method in Experience Economy Education

Kociatkiewicz

Kostera

2011

British J of Management

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In this text we propose a management learning technique we name the co-narrative method. We see in this approach a useful means for capturing the subtler nuances of experience economy interactions, as well as learning ethics and CSR by nurturing empathy and compassion. We present a method based on the example of the idea of slow as fast side of organizational and festival experiences, which we explored through autoethnographic studies of participation in experience economy events. It builds upon the insights on improving management education through the use of the humanistic approach.e co-narrative method, as we call it, is based on a syzygic mode uniting the two oppositions (while preserving their inherent contradictions). It encourages its users to exercise understanding for the experience of the Other while teaching about concrete cases and events.

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Jung, archetypes and mirroring in organizational change management

Cited by 35 publications

References 3 publications

Exploring feelings about technology integration in higher education

Exploring feelings about technology integration in higher education

The Good Manager: An Archetypical Quest for Morally Sustainable Leadership

The Speed of Experience: The Co‐narrative Method in Experience Economy Education

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