{"id":39957,"date":"2025-05-22T17:14:04","date_gmt":"2025-05-22T21:14:04","guid":{"rendered":"https:\/\/promptaai.com\/?p=39957"},"modified":"2025-08-01T12:52:14","modified_gmt":"2025-08-01T16:52:14","slug":"culture-change-without-connection-a-pepe-model-approach-to-equity-change-management-and-leadership-in-complex-organizational-systems","status":"publish","type":"post","link":"https:\/\/promptaai.com\/es\/culture-change-without-connection-a-pepe-model-approach-to-equity-change-management-and-leadership-in-complex-organizational-systems\/","title":{"rendered":"Culture Change Without Connection? A PEPE Model Approach to Equity, Change Management, and Leadership in Complex Organizational Systems"},"content":{"rendered":"
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Dr. Candy Khan<\/a>, Associate Vice President,  Equity, Diversity and Inclusion, Athabasca University<\/p>\n

Gelareh Keshavarz<\/a>, Graduate student, Athabasca University<\/p>\n

Introduction<\/strong><\/p>\n

Organizational culture change is often approached through structured planning and well-intentioned leadership initiatives. Yet when equity, diversity, and inclusion (EDI) efforts are introduced without meaningful collaboration, critical reflection, or psychological safety, the result is rarely transformational. This paper explores the challenges of leading change in hierarchical, bureaucratic, and unionized environments where leadership culture, positionality, and siloed implementation often undermine inclusive practices. Using Dr. Vera Tibisay\u2019s PEPE model, Pain, Energy, Peaks, Valleys, and Error Detection, we examine how neuroscience concepts can help explain the emotional and cognitive responses to poorly implemented change, especially among equity-deserving employees.<\/strong> We argue that without connection, reflection, and distributed leadership, culture change efforts risk reinforcing the very inequities they seek to address.<\/p>\n

Both authors bring distinct lenses to the analysis. One lens foregrounds lived experience, intersectionality, and the need for structural inclusion. The other draws from neuroscience, symbolic inclusion, and leadership culture in systems change.<\/p>\n

Vignette<\/em><\/strong><\/p>\n

Bill has been named CEO of an not for profit organization that has more than 12,000 workers. The company is set up in a hierarchy and is run by a bureaucracy. He is a white man who is fifty-two years old and has a degree in economics from England. Within three months, he gets a communications expert and a strategist to help him figure out how the company works. Bill is told that there is low morale in the company and that many top leaders rule with an iron hand. Bill is set on one thing: we need a change in culture and someone to help us handle that change. He asks John from England to be the keynote speaker and teach senior leaders how to handle change over the course of three days. Bill has worked with John before. Bill uses the “dump and run” method, in which he mainly talks about terms, his own experience with change management, and different ideas of change management. <\/em><\/p>\n

Shorly thereafter, a committee is set up to deal with changes in the company. The group is made up of fifteen people, with representatives from all five departments including human resources, IT, equity, diversity, and inclusion. The group is mostly white, with one woman of color who is racialized. Every two weeks, the group gets together to talk about what needs to change. Based on the information gathered, such as the employee engagement survey, frontline workers and managers need to stop harassment and discrimination right away. <\/em><\/p>\n

Three months later, a second White man in his forties and in his middle years is hired as a director to lead the culture change project. He has never been in charge of change before. A grant of $500,000 and three human resources are given to him. He is in charge of an ambassadorship program that lets employees take part in fun activities. All through the year, people celebrate and do different things, like bowling, barbecues, treasure hunts, Christmas parties, and more. The office of change and the office of equity, diversity, and inclusion do not work together. The organization also pays for anti-harassment training for all its employees. The training provides essential literacy and \u201cdo and don\u2019t\u201d of creating a respectful workplace; however, there is no follow up to gauge transfer to learning and if training alone is leading to a change in behaviour. <\/em><\/p>\n

The next year, unfortunately, sees the most employee turnover, including senior executives whose cases were covered by the local press, burnouts, buyouts, union activity, and a bad reputation. A diversity and engagement survey with an overall participation rate of 41% showed that employees self-reported higher rates of harassment over the past year, rather than a change in the culture. Workers wanted to have a bigger say in decisions, better two-way contact with their bosses, and for HR to fix problems that affected the whole company. The next year, the office of culture change closes. What could have gone wrong with this kind of change management?<\/em><\/p>\n

Demystifying Equity, Diversity and Inclusion <\/strong><\/p>\n

Diversity encompasses the spectrum of human characteristics, including but not limited to race, ethnicity, gender, gender identity, sexual orientation, age, socioeconomic status, physical abilities or qualities, religious or ethical belief systems, national origin, and political ideologies. Equity entails ensuring all individuals have an opportunity for success, acknowledging that they may possess varying starting points or requirements. Inclusion denotes the technique of guaranteeing that all individuals feel accepted, esteemed, and respected, irrespective of their background, identity, or ability. It involves establishing situations that enable individuals to express their real selves, engage completely, and experience a sense of belonging. Inclusion transcends just tolerance of differences; it actively embraces and celebrates variety.<\/p>\n

These assertions appear exceedingly simplistic yet often generate considerable friction in the workplace. As a result, EDI is misconstrued as a zero-sum game, wherein rights are extracted from one group and allocated to an unworthy group. Diversity initiatives may be viewed as compromising standards, resulting in the hiring of less competent non-white individuals to meet quotas. In truth, EDI is not intended to diminish standards; although instances of token hires have occurred, we must not permit these anomalies to govern our approach to fostering a diverse, inclusive, and respectful workplace culture. Consequently, these adverse views have prompted a reassessment of EDI programs throughout North America in recent times. While certain leaders are moderating their language, others have abandoned the initiative due to concerns about alienating their financial backers and jeopardizing funding.<\/p>\n

We urge leaders to demonstrate courage in these challenging times and remain committed to the principle of EDI, which is grounded in our basic rights, particularly the Charter of Human Rights and Freedoms and Canadian Human Rights legislation. In Canada, all individuals are equal under the law, and we must endeavor to eliminate direct, indirect, and systemic barriers. Furthermore, the cessation of EDI activities implies that firms do not uphold accessibility, equitable and transparent employment processes, or the respectful and dignified treatment of individuals. Ultimately, undermining the principles of EDI results in numerous risk factors, including attrition, brand reputation damage, and possibly litigation. This is an opportune time  to reconsider our strategy for fostering an inclusive and welcoming work culture, rather than eliminating the EDI programs.<\/p>\n

Identity, social location, positionality and intersectionality<\/strong><\/p>\n

Identity denotes the diverse social categories or attributes that delineate an individual’s essence, including race, gender, and socioeconomic class. Social location denotes an individual’s distinct position within society, influenced by the aforementioned identity markers. It affects individuals’ perceptions of power, privilege, and marginalization across various social contexts, influencing their relationships and worldview. Positionality denotes an individual’s situatedness and comprehension of the social and political landscape, influenced by elements such as race, gender, class, and other identities. It emphasizes how these intersections of social identities shape our viewpoints, experiences, and interactions. Intersectionality is a concept that analyzes the interplay of overlapping identities (e.g., race, gender, class) and its influence on distinct experiences of privilege or oppressed. It emphasizes that feelings of oppression are not merely the aggregate of particular types of discrimination but are intricately influenced by the interplay of various social categories. A Black woman may encounter sexism and racism distinctively compared to a white woman or a Black man, owing to the intersectionality of these identities. The social context and intersectionality are particularly significant for those spearheading change projects.<\/p>\n

Agile Change Management<\/strong><\/p>\n

Change management is defined in various ways. To put it simply, change management is the process of guiding organizations through changes to their systems, processes, or structures. Traditional change management is based on a linear, sequential strategy. Agile is based on continuous iterative cycles. Change is considered as a continuous process in which firms adjust to changes in their business environment. Again, these agile change concepts sound tempting, but according to study (Riggio, 2024), most individuals oppose change and, in some cases, fear it. Given the misinformation and myths surrounding EDI, it is understandable that many people react negatively to EDI efforts because they fear perceived unfairness toward their own group, a loss of control or autonomy, and a belief that these efforts will imply compromising on merit.<\/p>\n

How do we move forward? Dr. Vera Tibisay’s Pain, Energy, Peaks, Valleys, and Error Detection (PEPE) model may provide an explanation. The PEPE methodology incorporates neuroscience ideas with our change management technique.<\/p>\n

 <\/strong>Neuroscience Essential Terminology<\/strong><\/p>\n

Neuroscience is the study of the nervous system, which consists of the brain, the spinal cord, and a complex network of nerves. The network facilitates communication between the brain and the rest of the body. The primary goal is to maintain the survival and perpetuation of the species through two core imperatives: protecting us from hazards (survival), motivating us to seek rewards (fostering social relationships), and facilitating the transmission of our DNA to future generations. The Central Nervous System (CNS) consists of the brain and the spinal cord. The Peripheral Nervous System (PNP) consists of two tentacles: the sympathetic nervous system and the parasympathetic nervous system. We need a balance between threats and rewards. It is normal to experience a surge of emotions during times of change, such as anger, demotivation, chronic stress, compulsive behavior, a drop in creativity, cynicism, and lower performance, regardless of whether individuals consider change as positive or bad.<\/p>\n

Dopamine plays an important part in motivation, reward, and excitement. It regulates movements, emotions, and cognitive processes, as well as reinforcing behaviors associated with pleasant experiences and outcomes. The amygdala is a small almond-shaped region deep in the brain that processes and regulates emotions, particularly fear and anger. The amygdala is responsible for the creation of emotional memories as well as the detection of possible hazards in the environment, prompting the body’s threat response, which includes adrenaline, noradrenaline, and cortisol.<\/p>\n

Cortisol is a steroid hormone that is released in response to stress, both physical and psychological. It aids the body’s response to stress by boosting blood sugar levels, so providing energy for the “fight and flee” response. Cortisol also suppresses the immune system. You need a moderate degree of arousal, not too much cortisol or dopamine. You must instill joy and fun. The expectation of anything positive, such as being acknowledged for my work or being promoted, is enough to activate the pleasure center.<\/p>\n

What is the PEPE model?<\/strong><\/p>\n

The PEPE model is based on four essential factors that influence brain resistance to change. Pain, energy, peaks, valleys, and error detection. Pain is an unpleasant sensory or emotional sensation that indicates something is amiss. It includes both sensory pain (physical sensations we experience in reaction to actual or potential injury), such as heat or cold. Emotional pain (subjective stress) is the discomfort that can accompany the sensation of pain. For example, suppose you are in a meeting at work and no one greets you. You may feel the same discomfort as if you were experiencing physical pain.<\/p>\n

How neuroscience can inform change efforts<\/strong><\/p>\n

First and foremost, neuroscience can help us understand the neurological mechanisms underlying bias and discrimination. For example, research (Banaji & Greenwald, 2016; Fernback, 2019) shows that our brains are wired to categorize and form quick judgments, which can lead to biases. By understanding these mechanisms, we can develop interventions to mitigate bias. This includes training programs that help individuals recognize and challenge their own biases. Neuroscience can also shed light on the impact of discrimination on the brain. Studies (Bradt, et al, 2022) have shown that chronic stress and discrimination can have negative effects on brain structure and function, potentially leading to mental health issues. <\/p>\n

Energy is the ability to move and do work. The word “motion” means the ability to move something. Peaks and valleys are changes in both brain chemistry and brain waves. Brain waves are a pattern of electrical activity in the brain that shows different mental states, like focus, mind wandering, stress, or sleep, and can change how people act when paired with changes in brain chemistry. Error detection is the brain’s ability to tell and change behavior when real responses don’t match up with expected or planned responses.<\/p>\n

Third, Neuroscience can help us design more inclusive research studies.<\/strong> For example, it’s important to ensure that research samples are representative of the populations they are intended to serve. Neuroscience can also inform the development of policies and practices that promote equity and inclusion.<\/strong> For example, we can use neuroscience to understand the impact of different policies on brain health and well-being. By incorporating neuroscience into our EDI efforts, we can create more effective and sustainable solutions. This can lead to a more equitable and inclusive society for everyone. <\/p>\n

Secondly, neuroscience can elucidate techniques for fostering inclusive environments. Social connection and a sense of belonging are essential for cognitive health and overall well-being. By comprehending the brain’s necessity for social connection, we can cultivate circumstances in which individuals feel esteemed and acknowledged. This may entail the establishment of rules and practices that foster inclusion and a sense of belonging. Neuroscience can elucidate the significance of diversity. Studies indicate that diverse teams exhibit enhanced creativity and innovation, and that exposure to varied perspectives can expand our comprehension of the world.<\/p>\n

Unpacking the vignette<\/strong><\/p>\n

Leaders often initiate change processes within a company without conducting a comprehensive evaluation of change readiness. This method may induce unnecessary stress, including discomfort, elevated cortisol levels, heightened sensitivity, and the fight, flight, or freeze reaction. The selection and hiring process ought to be open, transparent, and equitable; however, in this instance, Bill merely chose individuals who resembled him and had previously collaborated with him, potentially enhancing his dopamine levels and sense of reward. Meanwhile, others may perceive this method as a threat, thereby questioning the leaders’ credibility. Dependence on a single survey outcome is constraining. We should consistently triangulate the singular dataset with other information, including informant interviews, focus groups, and observations. Furthermore, leaders must cultivate relationships throughout the business by facilitating listening and learning sessions, maintaining humility during the process, and ensuring that participants may express their frustrations (valleys) in a secure environment, free from repercussions.<\/p>\n

The fifteen-member committee is predominantly homogeneous, with the exception of one token representative. Bill ought to have investigated the causes of poor morale and determined whether bullies were being rewarded for their actions before to establishing yet another office to oversee cultural transformation. Isolated training failed to equip leaders with the necessary abilities to effectively explain change and engage personnel, often exacerbating distress and amplifying negative emotions. The appointment of the director for culture change generated much interest; however, there was little opportunity for individuals to contribute their personal experiences, resulting in the closing of the culture change office.<\/p>\n

The Hidden Costs of Symbolic Inclusion<\/em><\/strong><\/p>\n

Symbolic inclusion, where individuals are invited into committees or projects but given little power to shape outcomes, often leads to emotional fatigue and eventual withdrawal. The pain described in the PEPE model is not always loud or disruptive. Often, it is quiet and cumulative. It may come from being left out of key decisions, having ideas sidelined, or being asked to participate only for the sake of representation. When people feel their contributions are not taken seriously, the brain begins to register a mismatch between intention and experience. The PEPE model names this as error detection, a signal that something is not aligned.<\/p>\n

In these moments, the concept of learned helplessness, introduced by Seligman (1972), becomes relevant. When motivated and capable people are repeatedly met with resistance or indifference, they may begin to pull back. This is not due to a lack of effort or interest but because the system is not designed to respond. For multilingual and racialized professionals, the cognitive and emotional labour of contributing to such environments is already high. When that labour is not acknowledged or supported, the result is not just disengagement but a rational response to ongoing barriers.<\/p>\n

The PEPE model also explains how energy levels decline when people experience emotional valleys without accompanying peaks and moments of recognition, validation, or influence. Without meaningful opportunities to contribute and grow, even the best-intentioned inclusion efforts can become performative rather than transformative.<\/p>\n

Leadership Culture and the Case for Distributed Influence<\/em><\/strong><\/p>\n

Understanding this pattern requires more than individual reflection. It calls for a closer look at leadership models and the cultures they produce. While change management offers important tools for guiding transitions, it does not automatically create the relational conditions necessary for equity to take root. Change leadership, by contrast, focuses on building trust, sharing power, and creating systems that allow people to engage fully and meaningfully (Kotter, 2012).<\/p>\n

This is where distributed leadership becomes essential. It shifts the focus away from individual authority and toward shared responsibility. In equity-focused work, distributed leadership allows insights to emerge from across the organization, especially from those whose experiences are often overlooked. It makes space for lived experience to inform strategy and encourages participation beyond formal hierarchies (Harris & Jones, 2020). When applied thoughtfully, distributed leadership strengthens the culture of inclusion by embedding decision-making and reflection into everyday practice.<\/p>\n

A leadership culture grounded in shared values and continuous learning is critical for sustainable change. It requires more than inviting people to the table. It means creating systems where individuals are heard, supported, and empowered to shape outcomes. The PEPE model helps us listen for the emotional and relational signals that often get missed. When used in tandem with a distributed leadership approach, it offers a pathway toward more inclusive, resilient, and responsive change.<\/p>\n

Interpreting the Vignette Through an Equity and Change Leadership Lens<\/em><\/strong><\/p>\n

The vignette illustrates a scenario where culture change is approached as a surface-level intervention rather than a systemic transformation. Despite forming committees and initiating training, the organization fails to shift its underlying culture, particularly in how it treats racialized staff and equity-focused efforts. Symbolic inclusion is evident in the composition of the committee\u2014one racialized woman among a predominantly white group\u2014suggesting that diversity was represented, but not meaningfully engaged. This aligns with patterns described in the PEPE model, where emotional pain and cognitive dissonance accumulate quietly when people are invited to contribute without influence. The resulting mismatch between stated intentions and lived realities activates the brain\u2019s error detection system, as expectations for inclusion are met with structural exclusion.<\/p>\n

Rather than embedding equity into leadership practices, the organization isolates it into siloed offices and temporary activities, such as social events and one-off training sessions. These actions create momentary peaks brief enthusiasm or visibility but without meaningful follow-up or shared ownership, they lead to emotional valleys. Over time, these valleys deepen into fatigue and disconnection. The persistent lack of recognition, agency, and reflection contributes to what Seligman (1972) describes as learned helplessness a psychological and behavioral withdrawal that emerges not from disinterest, but from repeated experiences of organizational resistance or disregard.<\/p>\n

The vignette also reveals the consequences of centralized leadership in change management. Decisions are made by a few individuals, often without lived experience of the issues at hand. This approach limits the organization\u2019s capacity to learn, adapt, and respond. A distributed leadership model would have enabled broader engagement, valuing the knowledge of those closest to the challenges. By creating space for diverse voices to participate in shaping decisions, distributed leadership addresses not only what change is being made, but how it is being led and sustained (Harris & Jones, 2020; Kotter, 2012).<\/p>\n

In sum, the vignette serves as a cautionary example of how culture change efforts falter when equity is treated as an isolated function rather than a relational, shared, and ongoing commitment. The PEPE model offers a way to interpret the unseen emotional and neurological responses to such failures, while distributed leadership provides a pathway forward one rooted in connection, capability, and collective responsibility.<\/p>\n

BIO<\/strong><\/p>\n

Dr. Khan holds a Bachelor of Arts in Psychology, a Master of Education in Public Policy, and a Doctorate in Adult Education. Her book, Anti-Harassment Does Not Work: Transformative <\/span>Learning: Moving Information from Head to Heart, has become an international bestseller. With <\/span>over seven publications and numerous keynote presentations and lectures delivered at <\/span>conferences across Canada and the United States, Dr. Khan has made a significant impact on the field. She has also contributed to global efforts, working with the International Coaching Federation to support the UN\u2019s climate sustainability goals as a certified professional coach. Her contributions have been recognized with over eleven awards, including the Alberta 100 Year Commemorative Award for her support of new immigrants to Canada.<\/span><\/p>\n

Gelareh Keshavarz (GK) is an award-winning senior educational consultant and certified change management professional with over two decades of international experience across Canada, the UK, the Middle East, and Africa. She is currently a doctoral student in Distance Education at Athabasca University, where her research redefines hybrid learning as a collaborative space between human educators and generative AI, which she terms an \u2018intelligent partnership\u2019 between human and machine intelligence. Her work focuses on multilingual faculty, inclusive leadership, and AI-enhanced professional learning in higher education. A strong advocate for equity-informed innovation, GK has led professional learning programs and facilitated institutional transformation initiatives grounded in implementation science. She frequently presents at international conferences on digital pedagogy, AI, and equity in education.<\/p>\n

References<\/strong><\/p>\n

Bradt, J., Berman, M. G., & Chao, M. T. (2022). Stress, trauma, and the brain: Research evidence and implications. Frontiers in Psychology, 13<\/em>, 899921. https:\/\/doi.org\/10.3389\/fpsyg.2022.899921<\/a><\/p>\n

Harris, A., & Jones, M. (2020). COVID-19 \u2013 School leadership in disruptive times. School Leadership & Management, 40<\/em>(4), 243\u2013247. https:\/\/doi.org\/10.1080\/13632434.2020.1811479<\/a><\/p>\n

Kotter, J. P. (2012). Leading change<\/em>. Harvard Business Review Press.<\/p>\n

Rock, D., & Schwartz, J. (2006). The neuroscience of leadership. Strategy+Business, 43<\/em>, 1\u201310. https:\/\/www.strategy-business.com\/article\/06207?gko=6db4f<\/p>\n

Seligman, M. E. P. (1972). Learned helplessness. Annual Review of Medicine, 23<\/em>, 407\u2013412. https:\/\/doi.org\/10.1146\/annurev.me.23.020172.002203<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

Dr. Candy Khan, Associate Vice President,  Equity, Diversity and Inclusion, Athabasca University Gelareh Keshavarz, Graduate student, Athabasca University Introduction Organizational culture change is often approached through structured planning and well-intentioned leadership initiatives. Yet when equity, diversity, and inclusion (EDI) efforts are introduced without meaningful collaboration, critical reflection, or psychological safety, the result is rarely transformational. 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