Start with the work that needs to improve
Before assigning a course, write down the task, decision or behaviour it should support. Name the audience and the person responsible for reviewing the outcome. This gives the learning activity a reason to exist.
Use completion as a signal
Track who started, who finished and who is overdue. Compare cohorts carefully: different roles, workloads and start dates can explain different progress. A low completion rate is a prompt to investigate access, time and relevance.
Add evidence of understanding and application
Use an appropriate assessment for knowledge, then look for evidence that the learning can be applied. A workplace observation or approved skills record may be more informative than a score alone.
- Participation: did people have a realistic opportunity to learn?
- Understanding: can they demonstrate the intended knowledge?
- Application: is the learning showing up in their work?
Decide what to change next
Review the evidence with managers and learners. Improve unclear content, adjust deadlines or provide practice where needed. Record the change and compare the next cohort using the same definitions.