Define
State the population, denominator, measurement period and baseline.
Learning impact
Evidence without overclaiming.
Measure contribution at the level the evidence can genuinely support.
Participation, learning, workplace application and organisational evidence answer different questions. A responsible design agrees those questions before delivery and states material limitations.
Agree the evidence before delivery.
Attendance is not learning, learning is not application, and application is not automatically a business result. The framework below keeps those levels distinct.
| Level | Question | Responsible evidence |
|---|---|---|
| Participation | Did people engage and complete? | Attendance, completion and activity—reported as participation, not impact. |
| Learning | What capability changed? | Appropriate knowledge, simulation or rubric evidence with limitations stated. |
| Application | Was learning used at work? | Projects, practice, manager observation or 30/60/90-day follow-up. |
| Organisation | Did relevant operating evidence change? | Agreed metrics with baseline and context, avoiding unsupported causality. |
| Sponsor value | Was the intervention useful enough to continue? | Sponsor review, renewal, expansion and permissioned qualitative evidence. |
Every published outcome needs context.
Trace
Record the method, source, owner and material limitations.
Govern
Secure client and participant permission, with a review and expiry date.