The Meta-Model of Planned Change (rev 6/05)

Michael F. Broom, Ph.D. and Edith W. Seashore, M.A.

This a model of managing change in human systems based on the classic perspective of
organizational development as developed by NTL Institute for Applied Behavioral Science. That
perspective holds that the tasks of an organization-from planning to production-are accomplished
with the highest level of productivity through processes that are highlighted by a high quality of
relationship among those responsible for those tasks. With that in mind, the Meta-Model of Change
Management is offered. It is a model that believes in the empowerability of human systems and the
people that live and work within them. Accordingly, the Meta-Model calls for collaborative strategies
and tactics aimed at open communication, and consensual decision-making.

A model is a descriptive system of information, theories, inferences, and implications used to

represent and support understanding of some phenomenon. Meta-, in the sense used here, is a
context or framework. A meta-model could, then be understood as a framework or context of a
model-albeit, a model of a model. A meta-model of change management, then, is a framework from
which any number of more specific models of how to manage change in human systems can be
understood and developed.

Our model is a matrix with the vertical axis describing eight disciplines which, when each is
consistently adhered to as disciplines, will support the success of any particular change
management effort. The horizontal axis describes the five iterative stages of any change
management project within which each of the disciplines must be applied. (A three dimensional
model is attached as an appendix and offers four levels of human systems-personal, interpersonal,
group, and organization/community-to which the two-dimensions must be applied.)

The Two Dimensional Meta-Model of Managing Change

 Disciplines Stages Data Intervention Evaluation Disengagement

Gathering
Contracting

Use of Self          

Systems          

Orientation

Sound and          

Current Data

Feedback          

Learn from          

Differences

Infinite Power          
Empowerment          

Support          

Systems

The Stages of The Change Management Process

These stages of contracting, data gathering, action, evaluation, and disengagement are not
discrete. They overlap. They are iterative. They often must be orchestrated simultaneously. Each
can trigger the need for another. Data gathering, change action, evaluation, and disengagement
can all lead to re-contracting. Any stage can lead to any other stage. The order presented is generic
as if all things were equal, which they never are in human systems.

1. Contracting

Change management efforts are undertaken by people in any of several different roles. This
includes the person(s) with direct decision-making authority over a system or part of a system as
well as someone working or living within a system without direct decision-making authority. Change
management efforts can be undertaken by someone from outside a system called in for that
purpose. Regardless of the role they may be in, we will call those who undertake change projects
change agents or change leaders. Again, regardless of the role, change leaders must contract for
change with the other members of the system.

Contracting is the process of coming to agreement with those person or persons who are key to the
success of a change project. If the change agent is the person in decision-making authority, the
agent must contract for change with those who live and work under that authority. If the change
agent works or lives within the system without decision-making authority, that person must contract
first with the person in authority for the desired change. Then, together, they can contract with the
other key people in the system. In the same vein, a person from outside the system must first
contract with the owner of the system, then, with the owner, contract with the other key persons.  In
the case of peer reviewers, contracting usually occurs with the director of the museum and/or the
head of the governing authority before the on-site review takes place.

When organization-wide change is desired or when a local change will have organization-wide
impact, the change contract is best made at the highest level of management. Contracting at this
level leverages the greatest accountability-rewards and penalties-for the desired change. Change
occurs most efficiently from the point in the system that will have the greatest impact for the least
effort.

Effective change contracts specify at least three things:

a. Change goals that are clear, internally consistent, and that have a systemic and human values
orientation. The most effective change goals are fully consonant with the well-being of the system
as a whole and its members.

b. The roles of project leader (the client) and process facilitator (consultant). Its is important that
project leader be the person who has primary responsibility for the system that is the target of the
change goals. It is just as important that the project understand that his or her is just that-to lead-
with the support of the process facilitator. The process facilitator (consultant) must have the skills
needed to support the leader in effective use of the five stages and eight disciplines of the Meta-
Model.

c.  Collaborative, inclusive, consensus-building change processes. These processes should be

consonant with the human values orientation of the change goals and create levels committed buy-
in necessary to successful projects.

A critical element in the success of change management contracts is the depth of relationship
between the project leader and process facilitator that is generated in their formulation.
Relationships of mutual high equity built upon straight talk, curiosity, and consensus decision-
making create profound learning from the sometimes deeply personal and emotional deliberations
that are a part of the change process.

2. Data Gathering

Once the initial contract has been established, the prudent change agent insists on a data-gathering
stage. This process serves several purposes:

a. It provides needed information for the effective planning of further Change Actions.

b. It galvanizes organizational energy in preparation for "something happening."

c.  It provides an opportunity for some initial empowerment coaching of those from whom data is
gathered.

Data is should be gathered about the following:

a. What's working in the targeted system?

b. What needs improvement within the system?

c.  What has been done to attempt improvement?

d. What barriers occurred to such attempts?

e. Reactions to the change goals and reason for same.

The information being sought is the general themes and patterns extant about the state of the
system and its readiness for a particular change goal. This data will direct the formation of the
strategic and tactical plan for the change project. From this data, needs of the system which could
act as resistance to the change need to be considered in their own right and can be planned for and
engaged.

This is not the only time that data will be gathered during a change project. The data gathering
process is continual as discussed below under the principle of Sound and Current Data.

3. Interventions

Implicit in the idea of the empowerability of human systems is the assumption that through
improving relationships within the system the leaders and members of the system can begin to
identify and resolve their own issues and in the process create whatever change they wish. This
could mean improving the relationships and resolving conflicts between system structures, between
groups, and between individuals. At the intrapersonal level, some change action is often needed to
help resolve the internal conflicts that bedevil many system executives and managers.

Interventions, then-as a stage in the total change process and often referred to in the change
management literature as interventions-are those actions designed to improve relationships within
the target system on behalf of opening communication, and developing more informed and inclusive
decision-making processes. Interventions include, in their various forms, feedback to the system,
team-building, strategic planning, training, conflict management, and coaching.

Two important skills needed to design and carry out these interventions include group facilitation
and conflict management. Those two skill sets require deep use of our listening and straight-talk
capacities. A systems orientation wherein we act from a perspective that keeps in mind impact on
the entire system is essential. Of course, the ability to use ourselves flexibly and congruently with
any particular situation is fundamental. Use of self and a system orientation are notable as the first
two change management disciplines described in the sections below.

4. Evaluation

As much an ongoing process as a specific stage, the Evaluation stage informs the change agent
and the system about the results the change project or specific change actions have had. In
essence, evaluation is a feedback based data-gathering process- feedback which will give the
change leaders critical information about how the system has responded to a change action and
how they might design the next action to be more effective. This concept is notably different from
the use of feedback as a means- generally, ineffective-of getting someone to change. Feedback is
more useful as a means of determining the quality of relationship that has or has not been
stimulated by a particular change action. Feedback is essentially an evaluation process that can
also be used to gather data about what can make a more effective next change action.

Evaluative processes can be as simple as asking someone or a group how well something worked
and what might work better next time. More formal group processes can take a form where
everyone takes a turn responding to an evaluative question (such as, what did you learn about
managing change this weekend?). System-wide evaluations might be done at the end of a change
project and periodic intervals after that to see how much staying power some systemic change
might have. It is a good idea to have evaluative feedback processes built into a system's ongoing
routine to monitor the specific and general wellbeing of that system.

5. Disengagement

Little discussed in the change management literature is the process of completing or ending a
change project. A typical disengagement process for the participants in the change project might
include a closing evaluation session, statements of learnings gleaned from the project, and
celebration of whatever success was achieved.

In addition, the change leaders-task leader(s) and process facilitator(s) should get together to
formally agree that the project is completed or otherwise at an end. Additional and more personal
feedback might be shared in this meeting about what worked well, what worked less well, and what
might be done differently in a future project. Some celebration would certainly be in order.

Appropriate closure and disengagement allow the system and the people in it to learn from their
experience in the project and to let go of what has been completed to move effectively on to
whatever is next.
The Disciplines of Managing Change in Human Systems

On behalf of creating effectiveness within each of the prescribed stages of change, the following
eight disciplines are offered. The disciplines directly support the notion of the empowerability of
human systems and the people that live and work within them. Accordingly, they also support the
use of collaborative strategies and tactics aimed at open communication, and consensual decision-
making.

1. Use of Self

The primary tool that anyone wishing to manage change in a human system uses is the
configuration of intellectual, emotional, and physical energies that that particular person brings to
the situation. That includes her personality, her various abilities (particularly her ability to learn), and
idiosyncrasies. Most of us have only begun to recognize and develop full command of ourselves.
Most of us respond to many situations automatically. These automatic or habitual responses are the
result of over-learning. Over-learning is the extrapolation of an appropriate learning from past
experiences and applying it too broadly to every other set of similar situations. Over-learning gives
us a 'shotgun' approach to life where the impact of many of our intentions fall far from our intended
results.

The way we define parts of ourselves as OK and parts as not OK is another hindrance to effective
use of self. Too often we deny the large portions of ourselves that we define as not OK. We want to
see ourselves as male, not female or female, not male. We want to see ourselves as 'nice,' never
as 'mean.' In this manner, we deprive ourselves of the inherent flexibility that comes with the
multiple aspects and attitudes that make up our fundamental integrity. We often judge ourselves too
harshly.

In the processes of effective change management we need all the personal flexibility we can
muster. How we use ourselves in one situation with one person is not likely to be very effective in
another, though similar situation or person. A part of that flexibility is the ability to notice when we
might be mistaking our assumptions for real data. This is a pervasive pitfall in the world and in
managing change in human systems.

Effective use of self calls for learning how to be aware of and direct our own thoughts, our
emotions, and our behavior. As we move toward mastery, we will be more and more able to behave
in such a manner that the systems within which we wish to manage change will respond in ways
consonant with our goals and intention.

2. Systems Orientation

A fairly pervasive approach to change defines a goal, then sets out in as straight a tactical line as
possible to get there. Such an approach tries to ignore or run-over any intervening or obstructing
variables like the fact that several people don't want the goal to be reached or don't appreciate the
tactics being used. A systems orientation to change management looks at human systems
holistically. It understands that any change within a system will reverberate throughout the entire
system and impact even seemingly unrelated parts of the system.

Using a systems orientation we.

a. Understand that systems are comprised of constellations of forces that must be aligned for
efficient and successful change projects.
b. Widen our perspective from our immediate goal to one that considers the entire system.

c.  Orchestrate several coordinated change actions simultaneously.

d. Develop feedback loops sufficient to staying in touch with the impacts of our change strategies
and their specific actions.

Here are some things to think about to help you think systemically:

a. Universal Connectedness: everything is connected to everything else-things, processes,

thoughts, feelings, and actions. There is nothing happening that isn't connected to everything else.

b. Mutual Responsibility: for things to be the way they are everything must be the way it is;
therefore, responsibility is always mutual. Those who see themselves as "doing nothing" are
contributing to the way things are by "doing nothing" just as much as what everybody else is doing.

c.  Sufficient Sound and Current Data: needed to determine the boundaries of the system that
contains both the problem and the solution. Look to a larger system definition when problems seem
intractable.

d. Leverage Points: that accessible point in the system that will create the greatest impact toward
the desired change with the least effort or pain. The most important  leverage point is the person
whose system it is.  Build a high equity relationship with that person to contribute to their success. If
the system is yours build a support system you can count on to help you create success.

e. A Powerful Reframe: a systemic perspective takes away the too popular notion of single-point
fault and blame allowing an easier transition to the infinite perspective. For example, pain reframed
from a systemic perspective is a signal for healing rather a trigger for anger and fear.

f.  A Function of Consciousness: We are too often consciousness of only a very limited part of
ourselves and a very limited part of all that is going on around us. An effective systemic-orientation
calls for being present to a much larger portion of ourselves and what is going on around us. Only
then will we begin to perceive systemic connectedness.

3. Sound and Current Data.

An efficient and successful change process needs good information for effective planning and
decision-making. Such a principle, though obvious, is sorely needed as a reminder against
mistaking our assumptions for accurate information. Our needs for being "right," being seen as
"smart," for not wanting to rock the boat or upset the boss often overwhelm our need for sound and
current data. Accordingly, many change efforts suffer from insufficient and inaccurate information
while others fall prey to power struggles having to do with whose information is right and whose is
wrong. A related pitfall occurs when the need for conformity prohibits needed data from coming to
the surface.

An environment of openness, straight-talk, truth, and honesty can be built from effective conflict
management and team-building processes. In these ways a safe environment can be created which
is the only environment in which sound and current data can openly exist.

4. Feedback
Feedback is information from our environment about how it is responding to us. It is sound and
current data that is available to us at all times though we are often paying insufficient attention to
notice it. Feedback allows us to evaluate how well the impact of our behavior is congruent with our
intentions. The more we can fine-tune our behavior to be in sync with our intentions the greater will
be our effectiveness as managers of change.

People often attempt to use feedback as a direct means of changing someone's behavior. In fact, it
is not very good at that. Feedback offered from that intention is often heard as criticism which, as
often as not, generates defensiveness and resistance rather than the desired change. Corollarily,
when someone says to you, "May I give you some feedback?" Duck!

As important as feedback is, managing it effectively calls for understanding two principles:

a. Feedback always says something about the giver, not necessarily anything about the receiver.
Consequently, let your initial response be curiosity about what's going on with the giver, then decide
what your next course of action might be.

b. What is done with feedback is solely in the hands of the receiver. Consequently, be curious about
why you are choosing to react the way you are, then choose a response that might more effectively
get you what you want.

Kurt Lewin offered the formula: behavior is a function of people in an environment Too often we
manage our behavior solely on data from our internal belief systems. Effective change management
calls for paying close attention to the feedback from our environment (including of course the
people in it) so that we can adjust our behavior to get the response we wish from those around us.

5. Infinite Power

Traditional change management approaches often call for identifying the person or people who are
not in accord with a change project and fixing or replacing them with people who are. This process
typically leads to a series of finite, win/lose power struggles that change little and waste much
systemic energy on non-productive activities. Noting that win/lose processes will in the long run
always generate lose/lose results, an alternative approach would be to focus on infinite, win/win
change goals and strategies.

An important aspect of playing infinitely is to focus on changing the quality of relationships within
the target system rather than trying to change or fix members who do not seem in accord with a
proposed change. This is directly related to the processes of conflict management and team-
building mentioned in previous sections.

Focusing on changing the quality of relationships rather than trying to fix or change people or
groups of people minimizes the need for power struggles. Open, collaborative decision-making
processes are enabled during which most individual needs can be met while focusing on
developing strategies and tactics aimed at the change goals.

6. Learn from Differences

Differences are the only sources of learning we have. When used for learning, differences are the
progenitor of synergy wherein the whole is greater than the sum of its parts. Too often, however,
differences are used too finitely to determine who wins and who loses. Accordingly, they are the
source of wasteful power struggles or creativity-deadening conformity aimed at avoiding power
struggles. Too often, organizations overvalue conformity-those with critical information or new or
differing ideas are warned not to "rock-the-boat" making sound and current data a rare commodity.
The Bay of Pigs and Challenger disasters are but two highly dramatic examples of this
phenomenon. New, differing, and needed ideas are too often stifled by our need to be safe within
finite organizational cultures.

The ability to learn from differences is a critical use-of-self skill for change leaders. It will support
them in maintaining the systemic, non-judgmental perspective necessary to use the differences
within their systems for the learning and synergy needed to collaboratively invent an effective
change process. Given our socialized propensity toward operating from the finite perspective, this is
more easily said than done. The infinite perspective helps as it allows change managers the
support of strong and long-lasting partnerships and teams. Such support is doubly critical when the
stress of change has moves us swiftly back to the traditional, conformity-oriented way of operating.
With support a speedy return to learning from differences can then be provided as needed.

7. Empowerment

The client and his/her system have the power they need to manage change within their system
once their energies are released through effective, infinitely-oriented processes that support
learning from differences though good conflict management and team building skills. The potential
success of many change projects is often minimized by system authorities or change agents who
believe that they must make the change happen rather than empowering the systems, the groups of
the systems, and the individuals of the groups to make the change.

Critical aspects of empowerment are the experiences of choice and influence. As I experience my
behavior having influence, I will begin to experience choice about how I respond to my environment.
Consequently, I begin to experience myself as powerful. The more powerful I feel the more I will
contribute my skill and energy to those who support my experience of choice and influence.

Personal empowerment without effective leadership, conflict management and team building,
however, can lead to chaos. Groups are the fundamental unit of human systems. Successful
systemic change, then, calls for personal empowerment within the context of group empowerment-
both within the context of decision-making parameters that support the success of all.

8. Support Systems

The ability to develop support systems is crucial to effective change management for two reasons.
First, systemic planned change will occur when the support for that change reaches critical mass
among the members of that system. The success of your planned change efforts depends on our
ability to develop  empowering partnerships across a full range of differences using the infinite
perspective of power.

Second, applying eight disciplines to five stages of change management is a daunting task. Those
who choose to take on this task must develop strong support systems. Change in human systems
is never created alone. Support systems are required. An initial support system might be one or two
confidants. This small informal group might evolve into a larger group willing to take direct action
and contribute to the critical mass that is crucial to success. W cannot manage systemic change
alone. Develop support systems to help you strategize and operationalize your change strategy and
to support you in using yourself effectively.