Change is learning - wielding a scalpel takes more than knowledge, as does all learning.
Change requires learning new skills, which is why, so often, training is often viewed as the catalyst for successful change. Training alone is not enough, and often focuses primarily on knowledge and information, with piles of that information crammed into a one-off session, and void of opportunity to apply. Application is necessary for truly building skills.
The greatest evidence for this is when physical safety is the priority. Jobs that require preventing and maintaining physical harm use an apprenticeship model to ensure that the person performing the role takes their learning beyond the book. Of course we see formal apprenticeships in the trades, while in medicine it’s called residency (thankfully the scalpel is withheld while noses are deep in books)! The focus on application is designed to build skills to the point of efficiency and eventually mastery, moving us from thinking about all the information to a flow; this is where muscle-memory kicks in so we’re not constantly thinking about the what and how that needs to be done. I’m sure we can all agree that anyone taking a scalpel to us benefits from experience!
This applies to all domains, functions and roles. Once that experience is gained, there’s great pride in the effortlessness in doing what we do - we become masters, and those of us that are especially excelled, turn those skills into an art. Picture your surgeon wielding their scalpel around, getting ready to slice into your head - aren’t you relieved they’re so experienced?!
To be considered experienced, time and practice are the magic formula. As practice occurs over time, those skills become so refined that it’s easy to forget what it was like when we were still learning. Mastery creates comfort, and that comfort is magnified by additional time, especially when other parts of life require additional attention. Those of us long enough in the tooth have felt that confidence in our capabilities, and although there is still thinking involved, we are secure and seemingly effortless in daily tasks.
Then, all of a sudden, someone comes along and says ‘we need to do it differently’. This is the crux of why change is difficult - people who have mastered their roles and domains are being asked to move from that confident and automated state, where pride in their contributions to the world are tied to the value they bring to their work. Suddenly, somewhere in our brains, we remember what it takes to do something new again. The added effort and energy is so undesirable and many want to stay in their place of mastery - and who can blame them? Learning isn’t easy, and with much of our lives on autopilot we just want to execute. However, that’s not the state of our world.
This applies to all change - new roles, added technology, massive transformation requiring coordination across many places. It all boils down to people being asked to recalibrate their daily practices - there was a way you did your work, and now you need to do it in a new way.
It’s also important to note that the further we get away from physical safety, the less emphasis is placed on skill development. Our world provides reams of information on various topics and hands the scalpel over without focusing on the implications underdeveloped skills have on successful outcomes, like building collaboration amongst team members, ensuring processes are clearly followed, and applying consistent interactions with customers. Oftentimes information is communicated, knowledge is provided, and the box is checked as complete. We can not expect people to apply these skills with limited developmental support. Learning to slice open the chest cavity and learning to create the conditions for open conversations with a team have similar paths to learning, albeit for very different skills.
All of this takes time - that’s the part that’s difficult for many leaders. However, practice within learning conditions results in expertise, and expertise is what everyone wants. Employers and leaders want their staff to be the best. Those who execute work love to feel proud of their capabilities, and it takes time to move from feeling like the master of your domain, to uncertainty about your capabilities, and to mastery again.
There are various ways to build capabilities and equip people with the skills they need to execute their roles with stellar success. Below are some broad examples, while specific options and plans would depend on the context; that’s where my expertise can be beneficial.
Observing - visiting an expert in the role and seeing what a successful application looks like in action. This works best when there is the opportunity for multiple visits and ample discussion about what’s observed.
Playing - this could be a virtual or acted out simulation, allowing people to practice skills, and more importantly make mistakes, without real-life consequences.
Sharing Networks - those who have a common goal or role come together on a regular basis to troubleshoot solutions and share successes, accelerating their ability to perform skills.
Mentorship - like the apprenticeship model, learning from someone with mastery can significantly increase confidence that you’re ‘doing it right’.
Coaching - building specific skills while having the support and accountability to review your success will move them quicker to a place of expertise.
It’s important to note that internal processes and reflection, as well as external dialogue and discussion are paramount in the learning of skills, as you can see from the examples above. Adding accountabilities and clear goals are great motivators to ignite practice….what it all comes down to!