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Managing staff in a situation of double command, between risks and opportunities in the context of Middle school
[Gérer les agents des collèges en situation de double autorité, entre risques et opportunités]

Author

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  • Aurélien Ragaigne

    (CEREGE [Poitiers] - Centre de recherche en gestion [EA 1722] - IAE Poitiers - Institut d'Administration des Entreprises (IAE) - Poitiers - UP - Université de Poitiers = University of Poitiers - UP - Université de Poitiers = University of Poitiers - ULR - La Rochelle Université)

Abstract

This article explores the management of non-teaching staff working in middle school who report to two authorities, a hierarchical authority (on the level of the local authorities) and a functional authority (on the level of the Head of the school). Our study tries to respond to the following question: how are non-teaching staff managed in this context of double authority? This subject is grounded academically in theories of double bind and the role tensions. Using qualitative methodology (semi-directive interviews with non-teaching staff and their hierarchies), we focus our analysis on the risks and opportunities involved in this situation. Our data show that managing shared authority contains risks that are sources of dysfunction for organisations. Using the concept of "discussion spaces" developed by Mathieu Detchessahar, this study shows that setting aside time for discussion and mutual recognition helps to overcome the dysfunctional side of the situation.

Suggested Citation

  • Aurélien Ragaigne, 2016. "Managing staff in a situation of double command, between risks and opportunities in the context of Middle school [Gérer les agents des collèges en situation de double autorité, entre risques et opp," Post-Print hal-02266387, HAL.
    • Handle: RePEc:hal:journl:hal-02266387
    DOI: 10.3917/gmp.051.0045
    Note: View the original document on HAL open archive server: https://hal.science/hal-02266387
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