Being, Engaging, Contextualizing and Managing Matrix — a Means for Nonspecialists to Assess Group Dynamics? Embedding Technology in Practice
Abstract:
In April 1999, academics from the Systems Department at the Open University in UK devised a matrix for assessing third‐level systems students—the matrix was based upon systemic practitioner behaviours taught in the course. It was based upon earlier methods that sought to understand and assess student progress based upon evidence of changing behavioural traits rather than the expression of learned responses or ‘right’ answers. This was the beginning of the being, engaging, contextualizing and managing (BECM) matrix. The European Union‐funded research project called Policy Influence of Indicators (POINT) made use of BECM as part of a process for exploring ways in which groups make use of indicators in several domains. This paper tells the story of how BECM was used in the POINT project to gain an understanding of group behaviour by observation of four segregated but linked qualities.
Bell, S. and Morse, S. 2011. Being, Engaging, Contextualizing and Managing Matrix—a Means for Nonspecialists to Assess Group Dynamics? Embedding Technology in Practice. Systems Research and Behavioural Science. DOI: 10.1002/sres.1088.
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Since 2000 Coastal Area Management Programmes (CAMPs) supported by UNEP Mediterranean Action Plan (MAP) and the Priority Actions Programme Regional Activity Centre (PAP/RAC) have been engaging local communities in assessment of their coastal sustainability. The Methods used since 2000 have been based upon an evolving methodology which is now called Imagine.
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This paper concerns the interpretation of pictures that stakeholders draw in order to help them structure and understand complex situations. The pictures in question are called Rich Pictures (RPs) and the matter at the heart of interpretation is insight drawn from eduction (drawing forth). Insights relate to stakeholders of all kinds, be they the individual, the group, the context in which the individual and the group find themselves, or the means whereby the context can be made more sustainable or improved. RP drawing, often as a collaborative, stakeholder exercise, is a powerful activity that has the capacity to break down barriers of lan- guage, education and culture. Drawing upon research with RPs from around the world and spanning 50 years of our combined practice, this paper demonstrates RPs’ utility, universal- ity and resilience. We maintain that RP drawing enriches problem solving and, in the long term, saves time and resources being expended on erroneous and/or superficial tasks.
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