Here is how you play this piece!

Here is a question for you: if you neither play piano nor have any desire to learn, and if you are not fond of jazz, how would you react if someone started telling you how to play this jazz song together - taking you to the piano and giving you the notes?

I am writing a series of articles on change management, reflecting on my study and application of the Prosci* ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement) change management model. This article is the third one in the series and talks about Knowledge. If interested in seeing previous articles - they are linked in the comments.

Knowledge is the third building block in the ADKAR model – as I like to show and will describe below.

Often project teams start engaging the impacted audience by telling people "How to do something." They skip the creation of Awareness and Desire in people's minds and hearts :) to listen. Often development and delivery of "How to do something" is also underestimated, and project teams are not leveraging opportunities to make it impactful.?

Some things to consider are below, and you can jump to the section(s) of your interest.?

What is Knowledge?

Based on Prosci's definition, knowledge "represents how to implement a change." Knowledge includes training and education on the following aspects as it relates to the change:

1) skills, roles, responsibilities, and behaviors?

2) processes, systems, and tools?

I also like Merriam-Webster's definition of knowledge - "the fact or condition of knowing something with familiarity gained through experience or association."

What are some common mistakes change leaders often make?

1) Assuming people are motivated to listen and learn when you engage them.

2) Assuming people know how to study and are learning when you engage them.?

3) Assuming everyone learns the same way as you envision it.?

How to Assess Knowledge?

Do people know how to change and have the required skills to support the change? Can people articulate the actions they need to take, for example, to use the new system or follow a new process? There are different ways to inquire and assess their understanding, including surveys, polls, team observations and reflections, informal conversations, etc. A sufficient level of knowledge needs to be present before moving to the next step of ability.

How to Avoid Mistakes and Increase Knowledge?

First, no amount of knowledge will produce a change in the absence of desire to know how to change. If you are offering training or educating someone, they need to see that this activity addresses a need (or desire) or solves a problem in their mind. Otherwise, they will not listen.?

In my earlier article, I shared a personal story of starting a ride on a horse when realizing that I did not pay much-needed attention to the instructions. I only fully engaged when I felt my well-being depended on it. If you are interested in reading it, find a link to the article in the comments.

Second, having a suitable space (both mental and physical) for learning is another vital component. We all have many distractions around us, and our mental capacity is limited. Consider your impacted audience, assess and find the best possible times and ways to help them be fully present to learn. If you plan multiple sessions and assignments, invite your participants to create a proper environment for completing it all. Such an environment may include suitable physical space, scheduling and protecting that commitment, support from others such as family members or co-workers, and accountability partners. In some situations, acknowledgment from managers to allow employees to take the time is essential.

Photo by?Genaro Servín?from?Pexels

Finally, now you have a person in front of you who wants to hear and is ready to learn. How is your delivery? How do you design and deliver information so that it is received as intended? There are a few factors to consider:?

1. Audience's current knowledge and capability to learn: sometimes they already have required knowledge, and in some cases, the gap between current and required understanding is extensive. How are their technical skills, behavior, memorization ability that might be necessary to learn? The gap size for both elements will directly impact the probability of success—plan for it.?

2. Resources available - people like to learn by watching colleagues and hearing from peers – is that possible? What books, materials, and equipment can you use to facilitate the learning? Is coaching from experts possible? Can you incorporate hands-on exercises? What is the learning environment??

3. "Fresh eyes" - individuals who are not closely involved in the context and can provide an insightful perspective on how material and instruction can land with people. Often individuals who develop the training program start perceiving many elements of the change as common knowledge. As a result, they are unable to meet participants where they currently are. Practicing and reviewing information with someone who can serve as "fresh eyes" can help you reach people as intended.??

More to come…next week's review is on Ability.

Was this helpful? Let's engage in the comments!

References and for more information:

(*) Hiatt, Jeffrey M. (2006). ADKAR: a model for change in business, government and our community.

(*) Hiatt, Jeffrey M.; Creasey, Timothy J. (2012). Change Management: The People Side of Change (2nd ed.)

(*) Prosci Inc.