WHAT WE CAN DO

Given the challenges, I find it useful to separate out the areas we can control, and the ones we can influence, from those we have no control or influence over. (And the good news is virtual learning actually gives is more things we can control!

Areas we can control:

1. It sounds obvious, but you’d be surprised how often it’s overlooked….focus your post training evaluation on the original objectives! When the goal is awareness, measure things like recall and comprehension, when it’s performance improvement (i.e. changes in behaviour and competence). And the methods of evaluation will vary dramatically too – from performance tracking, through to post-training assessments, surveys, and feedback from supervisors and peers.
2. Build in a baseline assessment of key evaluation metrics prior to the training so you have something to compare post training results against. (If possible, do this baseline across delegates, and employees not attending the programme, as there might be other factors influencing behaviour change, not related to the training, that need to be picked up to validate genuine impact. However, depending on the client, this may fall into the influence or no control circle.) 
3. Whilst only the client can collate business performance data, there are large numbers of apps and solutions we can use in our virtual learning journey that generate evaluation data points. For example:
   • we can test knowledge at regular intervals –  reinforcing learning, whilst measuring comprehension and retention 
   • simulations bring to light decision mechanisms, enabling participants to reflect and receive feedback at various stages of the learning pathway
   • we can include self rating on soft skill micro behaviours to enable learners to benchmark themselves versus the wider group
   • (don’t forget to use your learning community as well as your virtual classroom to implement some of these evaluation opportunities!)
   • There is a cost to using them but if you compare it to the cost of designing an entire programme, starting the delivery and realising it doesn’t work….! 
4. Where your client has an existing evaluation process, prior to designing the programme find out:

• • What questions are in it
  • When the survey is undertaken. Learners are more likely to recall what they have learnt within the learning environment – versus to on the job, at home, when travelling…so knowing that a survey was completed in the learning environment contextualises the results. (However, given the ultimate objective is around on the job recall and application, I’d always recommend some form of evaluation to take place at this point – which leads on to the next consideration…)
  • If there will be multiple surveys, and at what stages
  • What is the format and how long it takes to complete
  •  Take some time to absorb the questions, objectives, tone, wording. Where can you influence and tailor, do. Where you can’t, align the way you position course content and recaps to the survey questions to help learners complete it in a meaningful way. And always ask yourself ‘what else?’ If you don’t feel the evaluation plan is sufficient, you can incorporate activities into the programme that evidence learning – such as quizzes, self-assessments, peer evaluation – and create your own data points. 

Ultimately as the programme providers we have a lot to lose if our clients don’t see the value of our results, so sometimes we have to work around the system to demonstrate it.

Areas we can influence:

• Whilst our client may not be in a position to collate or share performance data with us, that shouldn’t stop us sharing our recommendations on evaluation metrics and methods. By doing this we can inspire and support them to strengthen their evaluation process and take more steps towards learning maturity and high performance. 
• Where clients run standardised surveys, we should use our expertise to review and suggest improvements that will help generate more meaningful or actionable insights