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want to change. Or, you might decide that you don't have to make the change immediately. Time, patience, and train- ing eventually move most employees from the present state to the desired one. The question is "what is the hurry?" When you introduce change gradually, you increase acceptance, especially when you also encourage and help people adjust to the change.

9. Effective communication is an important requirement for managing change effectively. I agree. This includes upward as well as downward commu- nication. Managers must listen even if they are being criticized, which in many cases was meant to be a helpful suggestion. Instructors must be effec- tive communicators by gaining and keeping the attention of the learner, using vocabulary that the learner understands, and listening to the ques- tions and comments of the learners.

10. Managers and training profession- als need to work together for the transfer to take place from "learning" to "behavior." I agree An important principle has to do with the "climate" that the learner encounters when returning to the job. If the manager is "preventive" and operates on the attitude that "I am the boss and you will do it my way regard- less of what you have learned," no change in behavior will take place. Not only will learners be discouraged from changing, they will also be upset by all the wasted time. The ideal climate is where the manager encourages learn- ing and its application on the iob. The training professional must intluence managers by informing them of the learning objectives and involving them in the training process.

These 10 concepts, principles, and techniques are necessary for managing change effectively. Managers must encourage people to apply what they learn and to transfer learning to behav- ior. Training professionals must be sure that the curriculum will meet the needs of the learners. The training programs must be effective using competent instructors. They must use empathy to understand the climate established by the managers. Then, they must work with managers to help them establish an ciicoimigiiig climate so that the learn- ing will be transferred to behavior change and results will follow.

The three keys are empathy, com- munication and participation. LE Iliiiuilil Kirkjuihick, milhi'r of M.in.iglii); C h a n g e Effectively iiiiit dimllhtr with hh lion !im Kirkfiitriii^ (i/Tr.insk'rring Le.iming To Behavior, is prvfifSiir emeritiL-^ at tin- LInii'nsil}/ iif WiA-on»in, uii'ir.donaldkirkixitrick.ami,

ACTION: Manage change effectively.

comDeiencvmeasurement

Measure Learning What works best for you?

by Corinne Milier

E ARE INUNDATED with many differ-

ent approaches for mea- suring learning and development. Many smart people are measuring numerous aspects associated with learning, and it works for their compa- nies. But is it right for you?

Suppose you attend a conference and get excited about one method, then another. They all sound great. You can't contain your passion so tly back to the office to share all of the cool measures. But the orga- nization does not show the same enthusiasm for the new measures— and you're fired.

Let's replay this sce- nario to get a better ending. Imagine that you have some key questions to help you determine which mea- sures would most impact your company? What might those ques tions be? Try these: • What measures are used to make de-

cisions in your operation and culture? • Why does your Corporate Univer-

sity measure? Is it to improve the learner's experience? Or workforce capability? Is it to improve the Univer- sity's products? Is it to improve the logistics of electronic or classroom delivery? Is it to determine the strate- gic direction of the University? Is it to evaluate the performance of your part- ners, suppliers, vendors? Is it to develop the talent in your University? Is it to guide the financial aspect of your University? Measure ROl? Is to monitor resource loading, etc., for planning purposes? Is it to justify the University's value? Is it to provide audit evidence for ISO, TL, QS, SEI, or Baldrige? Is it to comply with what someone told you to?

• What is needed in the areas you wish to measure? What problems are

you trying to solve? Most likely you can't measure everything. Use what- ever quantitative or qualitative data you have to pick a focus. • What unit of measure and what

source of the data will be meaningful or convincing to your audience? Don't guess. Find out. • How might the audience interpret

the data that results from the measure? What results might be seen as "good" vs "bad"? • How might the audience use the

data? How do you want it to be used? How might you influence its use? • What data already exists in the com-

pany that might be leveraged? Who is using that data today? For what pur- pose are people using that data today? • How might the audience wish to see

the data presented? When? Where? • What company initiatives with

strong management support might you join in on to provide a relevant learning measure? • If the measure will require funding

(new system, IT upgrade) is there a senior sponsor who can provide such funding? • What is the appetite

of your audience for measures? You may need to throttle back or forward depending on this.

Every time some- one speaks about a measure that works for their University— that is consistent with what is important in their culture and with

their day-to-day decision-making operations, we tend to focus our questions on the mechanics of the measure. You might ask those speak- ing about measurements, "Why did you select that measure?" You might follow-up with some of the above questions or new ones. Using a ques- tion-bank will stimulate you to think of more and better questions!

Understanding the thought process behind the measures selection and implementation will help you to understand whether the measure is right measure for your University and company. With so many measures and so little time, you need to know: what are the key few measures that will provide the most impact? LE

Ci'i'/Hii' MilltT is Hw director of Global Fiindioiml Lcaniing at Motonila, hic. uiCiamotiirola.coni

ACTION: Use measures that work for you.