New Dynamics Organizational Consultants

Power Equity Group Theory:
A New Frame of Reference for OD

Carol Pierce

A Power Equity Group (PEG) is a flat structure with a workable theory reference. Power Equity Group Theory describes the process and names the phenomena of patterns of loose energy created in inclusive, egalitarian, participative groups. PEG Theory gives a frame of reference for consulting to and participating in all kinds of groups and systems where values of participation and inclusion are important. This article briefly describes some aspects and applications of PEG Theory. An example of its use will be how it deepens the work of diversity training.

Defining Power Equity

Equity and equality are different concepts. Equality assumes equal attention and being treated alike. Equality is justice under the law. When our basic human rights are assured under the law, we can move to relaxing in our diversity, appreciated for our differences. Equity implies we are not alike and looking for sameness, but unique and ready to let differences emerge.

Power and equity are difficult terms to join. We tend to focus on the word power. It is a strong word when associated with hierarchy--a noun that can stand alone, unmediated. In power equity it is an adjective, describing what is important about equity. It is only as one grows over time to understand the full meaning of equity, that the term power equity strikes us imaginatively and overwhelmingly in its concept and expectations of building a relationship with the group as an entity.

Power equity brings together trusting the process for mutual empowerment and valuing differences. When we trust the process in a PEG, we learn that we trust the work of the group.

A PEG may bring images of a T-Group. However, a T-Group's goal is to build interpersonal relationships to enhance the whole. A PEG 's goal is for individuals to build a relationship with the group to enhance the whole.

Chaos Theory and PEG Theory

PEG Theory works close to chaos theory, complex adaptive systems, self-organizing systems, and complexity theory. They are undergirded by PEG Theory. For instance, it enables us to work with chaos theory in a meaningful way, with beauty and elegance. Most importantly, it is a frame of reference for understanding what happens when energy is loose, and we feel out of control; or as can be said, the group is loose.

Chaos theory is fascinating and somewhat reassuring with its emphasis on regularity. The thought of feeling out of control is fearsome, but chaos theory tells us to go with the flow and look for patterns. There is a regularity that we can rely on. However, most of us need more than this reassurance. Self-organizing systems theory brings a greater level of comfort. There is a way that a system organizes itself if given the space to do so. The principles can be described. There is something concrete to deal with. One's role is to trust that it will happen.

Trusting the Group

The question arises, What is it that I am trusting to organize? The field of organization development is based on trust. We find ourselves frequently saying, trust the process. Peter Vaill says in the forward of Facilitating Organization Change (Olson and Eoyings, 2001) “You have to trust the process. It is unfortunate that the field of OD never asked why we can trust the process, and instead left it as a guideline.” Olsen and Eoying speak of complex adaptive systems in terms of self-organizing patterns, self-organizing dynamics, cyclical change, and the factors that shape self-organizing patterns--describing a process. Yet, what still remains unknown is what we are trusting and why we can trust it. PEG Theory gives a larger landscape of vision to understand what we are trusting when we say, ‘trust the process.’ Experiential work over time in a PEG brings personal insight as we build a relationship with the group.

Chaos is the ultimate flat, self-organizing system--no human-devised or controlled structure here. The more egalitarian and collegial a team is, that is, the flatter the structure, the freer the group becomes as an entity unto itself, with a life of its own beyond the members--an entity to trust. When PEG Theory speaks of building a relationship with the group, it means knowing where our boundaries are in relation to the group, and how to identify the group’s boundary.

We are used to hierarchy where the group is tied to a leader(s). As long as we think and deal from looking at systems and groups through hierarchy, we have not had to deal with the notion of the group as a loose entity, freed-up for its own work--something with which to build a relationship. Most theory treats a group as a concept of the whole, meaning the sum of its members.

The flatter the structure the more we have to deal with the phenomenon of the group arising among us as its own entity--separate from us--with an effect on us. If we do not recognize the group as such, we do not look for language to describe it. If things seem out of control, that is, the group is loose, our tendency is to call it chaos--a misnomer for understanding what chaos actually is. We need to be reminded that chaos has a rhythm and regularity of its own. When we feel the touch of a loose group, we look for a leader, that is structure, to tie it down.

Two Applications for Power Equity Group Theory

PEG Theory has two basic uses for the field of organization development.

1. It is a theory reference for flat-structured, egalitarian, participative structures, where the group is a separate entity from the members, as in the Power Equity Group.

2. It is the basis for envisioning a Continuum of Group and Systemic Interventions for the organization development field, so that systems can be viewed through equity, inclusiveness, valuing diversity, and empowerment, rather than exclusively from hierarchy, individualism, power, and authority.

Understanding the Power Equity Group

PEG Theory gives us a revolutionary way to understand groups. Conflict about power and authority is not the central focus, though they may be present. A PEG invites the fullness of each member to emerge and to be acted on. Power equity assumes:

• mutual empowerment with everyone fully present, responsible, and valued for their diversity, spirit, and qualities and distinctiveness of character; and

• equal opportunities for access to, and recess from, the group.

The first assumption is reasonably well understood. A picture or vision comes to mind. The second is more difficult to grasp. PEG Theory draws to our attention that our first line of interaction in a flat structure is with the energy of the group, not with other members. When we first enter a PEG we tend to see only other members. Gradually, we come to experience the group as separate from members. Individuals or relationships are not lost; rather we know the group fully and primarily. It is this that our humanness demands access to and recess from--the group. Full participation in power equity supported by a working knowledge of PEG Theory changes our perception of the group.

Our experience of the group is complicated by the fact that we experience the group from three different levels. Some people are well-bounded and highly differentiated, experiencing the group through firm boundaries--the intrapersonal level. Some people are interpersonally focused. The energy of relationships is more primary than the energy of the group--the interpersonal level. Others have a primary affinity for the group energy as a whole. They have difficulty bounding themselves from the group and acknowledging individual members as present--the group level. Each speaks the language of experiencing the PEG from one of these three levels-of-group, a common cause of miscommunication. Without accepting the group as loose and the interaction of members with it from different levels, we have little hope of dealing with the diversity of experience that emerges. A loose group brings an intensity of experience as it engages our emotions. Understanding the level from which each experiences the group has a calming effect.

A major factor in power equity is the centrality of resistance. Boundaries become important. We understand that members have personal boundaries, but when we accept that the group is present as its own entity, then we need to accept that it too has a boundary. Boundaries give definition, distinctiveness, and life to that which is encompassed. However, boundaries are also a place of resistance, if they are to give life to that which they contain. Boundaries are neither good nor bad; they just are. The multiple boundaries of power equity create a landscape of resistance. Resistance can bring clarity and definition to power equity, or confusion and dysfunction. Understanding our use of and need for resistance is central to working in power equity.

Envisioning A Continuum of OD Group and Systemic Interventions
(This Continuum reflects the collaboration of Rianna Moore and Carol Pierce.)

Hierarchy is an important organizing tool, a given in a complex world of interlocking systems. It is important to decide from where hierarchy will be viewed. Our expectations for hierarchy change when viewed through equity. We are conditioned to think from hierarchy as a result of our long experience in traditional hierarchies. For instance, we come to Chaos Theory and Self-Organizing Systems conditioned to see them from what we have intuited and been taught about hierarchy. How else is there to do it? Our comfort or norm for life is ingrained in the nature of hierarchy. We may leave it, but happily return to it when we become too uncomfortable. This is neither good nor bad; it just is.

PEG Theory exposes basic assumptions from which we consciously or unconsciously historically function that hierarchy is the norm:
• for experiencing life and living together,
• for organizing how we relate to others,
• from which to operate and manage in organizations,
• for our sense of the spiritual.
When these assumptions are exposed we can ask, How do the norms and assumptions embedded in power equity differ from those embedded in hierarchy? What is the process to embed oneself in a frame of reference that starts with values of relationship, community, inclusiveness, and equity? How deeply hierarchy is embedded in our behavior, values, and norms become more apparent as we explore power equity.

Because hierarchy will always be with us, it is important that the range of options for a wide diversity of structures or interventions be clearly articulated. A broader range is apparent when we are grounded in understanding the dynamics of power equity, than when grounded only in our experience of hierarchy. The focus can be changed to experiencing and observing the individual in relationships, groups, and systems as if power equity is the norm for life--even when we are in or using hierarchy for an intervention. A prerequisite is to have been embedded in a PEG long enough for it to have changed our perceptions of life-experience in groups and systems.

A continuum from group-directed experience to human-designed hierarchy can be created with OD group and system interventions spread along it according to the degree of structure that is used. Three categories can be loosely defined along the continuum: group-directed, experience-facilitated, and participation-designed. In the group-directed section chaos is easily put first--the group is the loosest. Since PEG Theory brings clarity to a flat structure that can be felt as close to chaos, the Power Equity Group is next. Open Space Technology (OST) follows. The container that is held by the consultant using OST provides a minimum of structure. What happens inside the container is spontaneous and of the moment--the group is loose.

In the experience-facilitated section facilitation skills increase the fabric of structure, though the group is held loosely. Creating self-directed work teams, using Search Conference technology, or facilitating a T-Group are examples of interventions that increase structure, yet rely on active participation by the client for responsibility in planning, creating, managing, and/or learning. The consultant holds the group as loosely as possible so that the group engages participants. The consultant's expertise and skills bring safety.

In the participation-designed section an increase in structure brings us into hierarchy. Typically, OD interventions replicate an organization's structure with a temporary hierarchical structure outside the system for redesigning, planning, and/or understanding the dynamics and effect of the structure in order to facilitate change. Examples are RealTime Strategic Change, a Power & Systems Lab, or a Tavistock Lab. There are designed-in places and times within this hierarchy for the group to engage participants.

The reason for such a continuum is to call attention especially to what the group-directed section of the continuum brings to the table for group and system work. The theory, principles, and values of power equity are acknowledged. No matter how much or little structure is present, when we integrate into our consulting work thought patterns and feelings based on the principles and theory of power equity, we build in values of inclusiveness, community, and equity that are sustained.

Awareness of PEG Theory influences questions we ask ourselves professionally about working with a group or system. Questions such as these become a frame of reference.

When members have a relationship with the group, change is more spontaneous, learning is deeper and more lasting, and creativity is encouraged. Power equity requires a journey of personal learning and development.

The PEG fulfills basic human needs for individuals in groups to be connected to and a part of something beyond themselves. Such needs largely go unrecognized and unattended to when we view the nature of groups only from experience in hierarchical structures. Holding a belief that the group is separate from the members with its own work to do has major implications for how we manage ourselves in groups, and facilitate the group.

In summary, understanding Power Equity Group Theory opens us to new perspectives on a wide range of group theory and interventions. The principles and elements of PEG Theory tie together much of the field of group and systems theory, if we view our work through egalitarian structures rather than through hierarchy. Hierarchy will always be with us, but our work radically changes when we view hierarchy from power equity.

Diversity Training on A Continuum of OD Group and
Systemic Interventions

An example of the use of the PEG is to place stages of diversity work along this Continuum according to the amount of structure that is appropriate for the depth of work desired.

Understanding and valuing diversity is basic human development work. Much has been learned over the past 30 years. In the early days, the primary goals of diversity work were implementing affirmative action programs and the elimination of sexism and racism in the workplace. While the substance of these goals remains, we think more broadly now about the scope of the work needed to achieve them. Facilitating organization renewal through flatter, more egalitarian structures that support system-wide change is a core process. The engagement fostered in a PEG enables us to more clearly see ourselves and our effect on others who are different.

A key element for success is the vision of the learning process for designing training programs. Individuals, groups, and systems go through stages in deepening and expanding diversity work, evolving so that next steps become more visible and are supported by key people. Some types of experiences that are useful in training programs are more easily identified and understood after participation in earlier stages of diversity work. Important markers of experience and design can be readily identified.

As currently practiced, at least four general stages or types of training can be identified in long-term diversity work:
Stage I - Developing General Diversity Awareness
Stage II - Addressing Cultural Dominance and Subordinance
Stage III - Building Multicultural Community
Stage IV - Understanding and Participating in a Power Equity Group

Thinking in terms of stages of diversity work is useful to give a sense of flow and progress to the vision of diversity work. These four stages support thinking in terms of a progression of change. Each stage reflects a growing depth and intensity of work. Until Stages I and II are defined and understood, Stage III diversity work doesn’t jell, and much of Stage IV diversity work remains a mystery. Thinking in terms of stages brings a clearer vision and focus for the type of program needed. What is done early becomes the foundation for what can be built on in later stages. Stages III and IV can be reversed. Each stage of diversity work can be placed along A Continuum of OD Group and Systemic Interventions for how loose the structure is.

Stage I - Developing General Diversity Awareness
The vision is to widen awareness of the variety of experiences and differences that are brought to the workplace by members of the organization. The focus is to understand the effects of stereotypes and appreciate a variety of diversities. The design falls in the participative-designed section of the Continuum. It is carefully crafted for what will happen. The group is anchored through planned structure.

Stage II - Addressing Cultural Dominance and Subordinance
The vision is the ability to move to partnership or colleagueship by showing through our actions that we value diversity and that we understand the effect of our behavior. The focus is for each to understand and to identify with her or his membership in a variety of groups, based on cultural dominance and subordinance of such diversity as gender, race and culture, and sexual orientation, and the interaction of such diversity. (The word subordinance is used here as a parallel to dominance. It is a state, not just a place in relation to a dominant person as subordinate would be.) The design is in the experience-facilitated section of the Continuum. A general design outline is created, but the group is held loose enough for in-the-moment learning. The use-of-self by the trainer is important for participant learning.

Stage III - Building Multicultural Community
The vision is to build a community that acknowledges the cultures encompassed within it and commit to preserving the community and its interests. The focus is to deliberately tend to what makes for a healthy multicultural community, including but not limited to race. A multicultural community demands that we participate in something that draws us out of our culture(s) into a complex multidimensional experience. The design is in the group-directed section of the Continuum. It is unstructured in an Open Space way for participants to create a multicultural learning community with the container held by trainers as a structure to work within.

Stage IV - Understanding and Participating in a Power Equity Group
The vision is to understand oneself in the context of groups where creativity, inclusiveness, high performance, and diversity are valued. The focus is whatever diversity is in the room, such as gender, race and culture, sexual orientation, class, age, and differing abilities, plus the diversity that arises from the nature of power equity, such as the levels of group from which the group is experienced. The design is in the earliest part of the group-directed section of the Continuum. The group is loose.

The need for a vehicle for Stage IV diversity work becomes clearer as we move through Stage II and participate in Stage III community building. Members have grown in their expectation that each will be valued for their diversity and their belief that needless hierarchy gets in the way. We leave the linear world of dominance and subordinance and enter the contextual world of power equity where we influence through participation and emergent leadership. This is seen in the high expectations for individual expression and creativity in self-managed teams. Leadership is based less on a model of centralized power and authority, and more on mutual empowerment. The PEG is the most creative learning and working environment in which to work.

In Stage III and IV work, responsibility for facilitating, exploring, and learning about diversity shifts from trainers and consultants to group members. They practice what they have learned from participation in earlier stages of diversity work, using their new skills to facilitate their own and others’ interactions. In learning-PEGs, when members first take on this responsibility, fresh excitement and expectations are brought to diversity work. The trainer’s attention is released to focus on the action of the group as an entity, rather than what is going on individually and between members. A deeper sense of appreciation emerges for the full range of diversity members bring to their work groups.

In a PEG the process task is to identify whatever diversity is present and to understand its impact on the ability of the group and its members to do their work. Unfinished work from Stage II participation becomes visible and central. However, the vision of diversity becomes enlarged beyond the diversity focused on in Stage II and III work. The focus is three-fold: