1. Key messages
1. Key messages
Department or enterprise meetings Group meetings / Team meetings One-on-one meetings Training courses and workshops Emails Bulletin boards Cafeteria postings Faxes Frequently asked questions (memos or newsletter feature) Internal memos Videos Website (Intranet) Word of mouth
Building awareness around the need for change is not limited to management communications. Other methods for building awareness that are not necessarily under the direct control of management include:
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4. Communicators
When building awareness of the need for change, the communicator is as important as the message. Based on the most recent benchmarking study, employees prefer two communicators:
Employees want to hear elements from Sections 1 and 2 of the Proscis communication template from the CEO or a business executive. Messages from Section 3 are best communicated by the direct supervisor because they relate to the personal impact of the change on employees.
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Build esire And Motivate Employees Identifying your audiences for change
Employees divide into three groups when faced with change: 1. The first group is open and willing to change. 2. The second group is uncertain and hesitant about change. 3. The third group will not change.
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Each employee in this group can become a strong and active advocate for change, and can influence the background conversation with other employees. This background network is a key channel to reach Group 2 employees.
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Group 2 employees require the most time and attention. These employees are the central focus, and their choice to support or not support the change will be influenced by how effectively the change is managed. Direct supervisors and coaches will be the primary enablers.
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Fear of job loss Discontent with the current state Imminent negative consequences Enhanced job security Affiliation and sense of belonging Career advancement Acquisition of power or position Ownership for the future state Incentive or compensation Trust and respect for leadership Hope in future state
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Listen and understand objections Focus on the "what" and let go of the "how Remove barriers Provide simple, clear choices and consequences Create hope Show the benefits in a real and tangible way Make a personal appeal Convert the strongest dissenters Create a sacrifice Use money or power 18
Knowledge refers to the learning process which includes learning about the change and information about how to change. Employees need to understand what will be different and what will stay the same. What are the new business processes? What are the new procedures? How will jobs change and what skills are needed to achieve these new jobs? What new systems will be in place?
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Training and education programs Open and ready access to information Examples and role models
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Knowledge about the future state including the new operating principles, processes, systems and organization structure or job roles. Knowledge about the skills, behavior and information that employees will need in order to operate in the new environment.
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Pitfalls to avoid
Dont skip the first two element of ADKAR and jump immediately toknowledge. In other words, dont skip the awareness and desire elements of the ADKAR model and think that change begins with training employees. The old adage, "you can lead a horse to water, but you cannot make it drink," is well-suited for this situation. Creating knowledge in employees can only begin when employees have the desire to learn and are ready to embrace the change.
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Ability
Ability represents the degree to which a person can perform the required skills and act on the knowledge about how to change. When we ask employees to act or work differently, we are really asking them to:
1. 2. 3.
Develop new or different physical capabilities (motor skills). Approach work differently and apply new work methods (analytical or cognitive ability). Interact differently with coworkers, customers and suppliers (changes in behavior)
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Ability
Physical motor skill ability Changes that require translating knowledge into physical motor skills include examples such as:
Handling of products Running manufacturing equipment Operating machinery or motorized equipment Keyboarding and handwriting skills
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Ability
Cognitive or analytical ability Changes that require translating knowledge into analytical or cognitive skills include examples such as:
Problem-solving Implementing new business policies and procedures Public speaking Applied science and engineering Business management Sales and marketing
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Ability
Behavior Changes that require translating knowledge into new behavior include examples such as:
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Ability
Three steps for developing ability to change Step 1 - Developing ability takes time, practice and coaching.
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Ability
Step 2 - Diagnosing the root cause or obstacle.
Ability type
Physical motor skills
Analytical Mental: experience, intellect, memory or Psychological blocks: past history, fear cognitive of failure Behaviora Habits and addictions l Step 3 - Planning and implementing the Underlying values and belief systems
intervention.
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Ability
Two scenarios Scenario 1 - Change the person or alter the change. you may decide that the root cause is something that you are unable or unwilling to address. For example, if an employee's underlying value system prevents him or her from making a behavior change, then this change may not be right for that person. Scenario 2 - Remove the barriers to ability. In many cases, a manager or co-worker can assist in removing barriers to ability.
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einforcement
In order to sustain the change, reinforcement is necessary that is possible through a number of ways:
Incentives and Rewards Performance Appraisal Compensation Changes Celebrations Personal Recognition Relevant Selection of new employees
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