![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This article reflects on the introduction of ‘matrix management’ arrangements for an Educational Psychology Service (EPS) within a Children’s Service Directorate of a Local Authority (LA). It seeks to demonstrate critical self-awareness, consider relevant literature with a view to bringing insights to processes and outcomes, and offers recommendations regarding the use of matrix management. The report arises from an East Midland’s LA initiative: ALICSE − Advanced Leadership in an Integrated Children’s Service Environment. Through a literature review and personal reflection, the authors consider the following: possible tensions within the development of matrix management arrangements; whether matrix management is a prerequisite within complex organizational systems; and whether competing professional cultures may contribute barriers to creating complementary and collegiate working. The authors briefly consider some research paradigms, notably ethnographic approaches, soft systems methodology, activity theory and appreciative inquiry. These provide an analytic framework for the project and inform this iterative process of collaborative inquiry. Whilst these models help illuminate otherwise hidden processes, none have been implemented following full research methodologies, reflecting the messy reality of local authority working within dynamic organizational structures and shrinking budgets. Nevertheless, this article offers an honest reflection of organizational change within a children’s services environment.
References
|
Checkland, P (1981) Systems Thinking, Systems Practice. Chichester: Wiley. Google Scholar | |
|
Checkland, P (1999) Systems Thinking, Systems Practice: Includes a 30-year Restrospective. Chichester: Wiley. Google Scholar | |
|
Checkland, P, Scholes, J (1990) Soft Systems Methodology in Action. Chichester: Wiley. Google Scholar | |
|
Cooperrider, D, Whitney, D, Stavros, J (2003) Appreciative Inquiry Handbook. Muskegon, MI: Lakeshore Publishers. Google Scholar | |
|
Edwards, A, Daniels, H, Gallagher, T, Leadbetter, J, Warmington, P (2009) Improving Inter-professional Collaborations: Multi-agency Working for Children’s Wellbeing. London: Routledge. Google Scholar | |
|
Engeström, Y (1999) Innovative learning in work teams: Analysing cycles of knowledge creation in practice. In: Engeström, Y, Miettinen, R, Punamaki, RL (eds) Perspectives on Activity Theory. Cambridge, Cambridge University Press, 377−406. Google Scholar | Crossref | |
|
Georgiades, N, Phillimore, L (1975) The myth of the hero innovator and alternative strategies for organisational change. In: Kiernan, CC, Woodford, FP (eds) Behaviour Modification with the Severely Retarded. New York: Associated Scientific, 313–319. Google Scholar | |
|
Hammersley, M, Atkinson, P (1983[2004]) Ethnography: Principles in Practice. London: Routledge. Google Scholar | |
|
Kakabadse, N, Kakabadse, A (2004) Discretionary leadership: From control/coordination to value co-creation through polylogue. In: Cooper, CL (ed.) Leadership and Management in the 21st Century. Oxford: Oxford University Press. Google Scholar | |
|
Kakabadse, N, Kakabadse, A, Kalu, K (2007) Communicative action through collaborative inquiry: Journey of facilitating co-inquirer. Systematic Practice and Action Research 20(3): 245–272. Google Scholar | Crossref | ISI | |
|
Leadbetter, J (2008) Activity theory and the professional practice of educational psychology. In: Kelly, B, Woolfson, L, Boyle, J (eds) Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners. London: Jessica Kingsley. Google Scholar | |
|
Leontev, A (1947/1981) Problems of the Development of Mind. Moscow: Progress Press. Google Scholar | |
|
Vygotsky, L (1962) Thought and Language. Cambridge, MA: MIT Press. Google Scholar | Crossref |
