Foucauldian Iterative Learning Conversations - an example of organisational change: developing conjoint-work between EPs and Social Workers

Abstract

An organisational change-process in a UK local authority (LA) over two years is examined using transcribed excerpts from three meetings. The change-process is analysed using a Foucauldian analytical tool – Iterative Learning Conversations (ILCS). An Educational Psychology Service was changed from being primarily an education-focussed service-provider for children and families, to having a broader multi-agency focus, exemplified in conjoint work with the Social Care department of the LA in non-educational contexts, particularly in changes in working arrangements with children and young people (C&YP) who use Harmful Sexual Behaviour (HSB), and with their families. It is proposed that change-process models used by educational psychologists do not adequately take account of the exercise of power within organisational-change discourse. An exemplar of organisational change described is revealed using ILCS to be an ineluctable top-down innovation, idiosyncratically commissioned and forcefully driven by senior managers in the organisation.

Keywords:

• Foucault
• organisational change
• harmful sexual behaviour
• power
• discourse analysis
• psychologist
• social worker
• conjoint

Acknowledgement

I am particularly indebted to the freedom and constructive critique afforded me by my academic supervisor at the University of Cardiff, Dr Simon Griffey who trained at the Tavistock Clinic and was a published UFO spotter. He was a genuine scholar and a clever, gentle man who I greatly respected and who unfortunately died prematurely and unexpectedly – 3 June 2014. There is no understanding such loss. A loss such as this will always be sublimely sad and mysterious.