This article addresses the relational dynamics of interorganizational relationships where multiple legally independent organizations work on a joint goal, for example in public–private partnerships, alliances, or joint ventures. It focuses on the dynamics of groups that consist of members representing different organizations and thus different interests, who come together to work on the multiparty task. The relational dynamics are understood from a so-called systems-psychodynamic perspective, which aims to understand the emotional life of social systems in context. The article first will depict the relational challenges of working across organizational boundaries. It then will briefly sketch how social psychology (the domain par excellence for studying intergroup relations and group dynamics) helps fathom the relational challenges and where its insights are incomplete. Then, a systems-psychodynamic perspective is introduced. The article proceeds with describing an action research approach that is sensitive to the emotional underpinnings of interorganizational relationships, by providing two illustrations: one involving a real-life infrastructural project, the other concerning a complex behavioral simulation of interorganizational dynamics. The article ends with some reflections on the use of a systems-psychodynamic perspective in understanding and working with multiparty dynamics.
Aidan Moran, Nick Sevdalis, and Lauren Wallace
At first glance, there are certain similarities between performance in surgery and that in competitive sports. Clearly, both require exceptional gross and fine motor ability and effective concentration skills, and both are routinely performed in dynamic environments, often under time constraints. On closer inspection, however, crucial differences emerge between these skilled domains. For example, surgery does not involve directly antagonistic opponents competing for victory. Nevertheless, analogies between surgery and sport have contributed to an upsurge of research interest in the psychological processes that underlie expertise in surgical performance. Of these processes, perhaps the most frequently investigated in recent years is that of motor imagery (MI) or the cognitive simulation skill that enables us to rehearse actions in our imagination without engaging in the physical movements involved. Research on motor imagery training (MIT; also called motor imagery practice, MIP) has important theoretical and practical implications. Specifically, at a theoretical level, hundreds of experimental studies in psychology have demonstrated the efficacy of MIT/MIP in improving skill learning and skilled performance in a variety of fields such as sport and music. The most widely accepted explanation of these effects comes from “simulation theory,” which postulates that executed and imagined actions share some common neural circuits and cognitive mechanisms. Put simply, imagining a skill activates some of the brain areas and neural circuits that are involved in its actual execution. Accordingly, systematic engagement in MI appears to “prime” the brain for optimal skilled performance. At the practical level, as surgical instruction has moved largely from an apprenticeship model (the so-called see one, do one, teach one approach) to one based on simulation technology and practice (e.g., the use of virtual reality equipment), there has been a corresponding growth of interest in the potential of cognitive training techniques (e.g., MIT/MIP) to improve and augment surgical skills and performance. Although these cognitive training techniques suffer both from certain conceptual confusion (e.g., with regard to the clarity of key terms) and inadequate empirical validation, they offer considerable promise in the quest for a cost-effective supplementary training tool in surgical education. Against this background, it is important for researchers and practitioners alike to explore the cognitive psychological factors (such as motor imagery) that underlie surgical skill learning and performance.