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Leading multi-professional teams in the children's workforce: an action research project
1University of Cumbria and Brathay Trust, Ambleside, UK; Research Practice Leader (KTP), Brathay Trust, Clappersgate, Ambleside, Cumbria, LA22 0HP.
Introduction:
The 2004 Children Act in the UK saw the introduction of integrated working in children's services. A raft of change followed with processes designed to make joint working easier, and models and theories to support the development of integrated work. This paper explores the links between key concepts and practice.
Methods:
A practitioner action research approach is taken using an autoethnographic account kept over six months. The research question was, to what extent is this group collaborating?
Results:
When the architecture of practice was revealed, differences between espoused and real practice could be seen. Whilst understanding and displaying the outward signs of an effective multi professional group, the individuals did not trust one another. This was exhibited by covert interprofessional issues. As a result, collaborative inertia was achieved. This realisation prompted them to participate in further developmental and participative action research.
Conclusion:
The paper concludes that trust and relational agency are central to effective leadership of multi professional teams.
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