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.