Managing and Measuring Learning Impact Training Course

Duration 5 days 10 modules · 33 contact hours
Level Intermediate Certificate on completion
Who attends Learning and Development Managers, Learning and Development Specialists and others
Fee from USD 1,100 KSh 95,000 for Kenyan organisations
Where 52 cities + online See dates by city
Next start 7 Nov 2026 Course code SD-LD-134

Before you join: Participants should understand the basic purpose of workplace learning and have experience supporting, designing, delivering or coordinating training programmes.

Dates & prices

Two start dates a month in every city, and live online on weekdays or weekends. Fees are per participant; classroom fees include tuition, materials, lunch and refreshments, and the certificate.

Suggest a date or city

Showing the next six months. Later dates, other cities and private deliveries for your team are available on request.

Course overview

Learning and development teams are increasingly asked to show more than attendance, satisfaction scores and completion rates. Senior leaders want evidence that learning changed workplace behaviour, improved operational performance and supported strategic priorities. Without a clear measurement plan, teams collect data that cannot answer decision-makers’ questions, struggle to distinguish learning effects from other factors, and cannot make sound choices about programme continuation, redesign or investment.

This course equips participants to manage learning initiatives from initial performance need through to evaluation, reporting and improvement. Participants use performance consulting techniques, logic models, Kirkpatrick’s Four Levels, the Learning-transfer Evaluation Model (LTEM), and Phillips ROI principles to define credible measures. They learn how to set evaluation questions, establish baselines, select data sources, design surveys and assessments, measure transfer, analyse results, estimate financial value and communicate findings without overstating causation.

Teaching combines focused instructor briefings with case analysis, group design work, data interpretation tasks, measurement-planning simulations and peer review. Cases reflect common employer challenges, including customer-service quality, regulatory compliance, manager capability, sales performance and digital-system adoption. Participants leave with a completed learning impact measurement plan for a programme relevant to their own work, supported by an evaluation logic model, indicator set, data-collection plan and stakeholder reporting outline.

The course suits learning and development professionals, HR specialists, internal trainers and programme managers who already coordinate or design learning interventions. It is also relevant to business partners and operational managers responsible for capability programmes where evidence of results is required.

What you will be able to do

  • Diagnose performance needs using performance consulting questions and root-cause analysis
  • Build a learning evaluation logic model linking inputs, activities, outputs and outcomes
  • Define measurable learning, transfer and business-performance indicators for priority programmes
  • Apply Kirkpatrick’s Four Levels and LTEM to an evaluation design
  • Design valid surveys, knowledge assessments, observation tools and follow-up measures
  • Analyse learning-impact data using baselines, comparison groups and contribution evidence
  • Calculate programme costs, benefits and ROI using Phillips ROI principles
  • Produce an executive learning-impact report and improvement action plan

Benefits of attending

For you

  • Build credible cases for learning budgets and programme continuation
  • Move from satisfaction reporting to evidence of workplace performance change
  • Conduct structured conversations with operational stakeholders about performance needs
  • Create evaluation plans that fit programme risk, cost and strategic importance
  • Present learning results confidently to senior leaders and budget holders

For your organisation

  • Improves alignment between learning programmes and operational performance priorities
  • Reduces spending on programmes with weak evidence of transfer or value
  • Provides decision-makers with clearer evidence for investment and redesign decisions
  • Identifies workplace barriers preventing employees from applying learned skills
  • Establishes consistent evaluation standards across learning portfolios

Course modules

10 modules over 5 days

Participants can distinguish learning activity measures from evidence of performance impact.

  • Learning activity, learning outcomes and business results distinguished clearly
  • Performance consulting questions before agreeing a training response
  • Stakeholder expectations converted into decision-focused evaluation questions
  • Leading and lagging indicators for capability programmes
  • Evidence hierarchy from attendance records to business outcomes
  • Common reporting errors that weaken learning impact claims

Participants can identify whether learning is an appropriate response to a performance gap.

  • Performance gap analysis using desired, actual and contributing conditions
  • Root-cause analysis with the Five Whys and fishbone diagram
  • Knowledge, skill, motivation and environment causes separated
  • Job-task analysis identifies critical behaviours and performance standards
  • Workflow observations reveal barriers outside the learning intervention
  • Training decisions tested against non-learning performance solutions

Participants can construct an evaluation strategy proportionate to programme importance and risk.

  • Evaluation purpose defined for improvement, accountability or investment decisions
  • Logic models connect resources, activities, outputs, outcomes and impacts
  • Assumptions and external influences documented within the programme theory
  • Materiality assessment sets proportionate evaluation effort and budget
  • Evaluation questions prioritised by stakeholder decision requirements
  • Success criteria agreed before delivery begins

Participants can translate capability requirements into measurable learning and performance indicators.

  • Bloom’s taxonomy used to write observable learning objectives
  • Behavioural indicators specify expected workplace application
  • SMART success measures set thresholds, timeframes and ownership
  • Operational KPIs linked carefully to targeted employee behaviours
  • Baseline data captured before intervention delivery
  • Indicator definitions prevent inconsistent data collection and interpretation

Participants can select appropriate evaluation levels using established learning evaluation models.

  • Kirkpatrick Level One measures learner reaction and engagement
  • Level Two assessments test knowledge, skill and confidence gains
  • Level Three evidence examines workplace behaviour and transfer
  • Level Four measures organisational results linked to learning
  • LTEM distinguishes attendance, activity, knowledge, competence and performance
  • Model selection matched to programme stakes and available evidence

Participants can design practical instruments for collecting credible learning-impact evidence.

  • Survey questions written without leading, double-barrelled or vague wording
  • Pre-test and post-test designs measure knowledge change
  • Observation checklists assess critical behaviours against defined criteria
  • Manager follow-up surveys capture transfer conditions and application evidence
  • Sampling plans balance data quality, cost and participant burden
  • Confidentiality and consent requirements addressed in evaluation instruments

Participants can assess whether participants apply learning reliably in the workplace.

  • Transfer climate assessed through manager support and opportunity measures
  • Learning transfer system inventory identifies workplace enablers and barriers
  • Action plans convert course intentions into observable commitments
  • Manager conversations reinforce application after formal learning ends
  • 30-, 60- and 90-day follow-up measures track behaviour change
  • Performance support tools embedded within normal work processes

Participants can analyse evaluation data and state conclusions with appropriate confidence.

  • Descriptive statistics summarise scores, trends, variation and response rates
  • Baseline-to-follow-up comparisons identify direction and scale of change
  • Comparison groups strengthen claims about programme contribution
  • Triangulation combines survey, assessment, observation and operational data
  • Confounding factors recorded before attributing results to learning
  • Qualitative coding identifies recurring themes from interviews and comments

Participants can estimate programme value and calculate return on investment responsibly.

  • Direct and indirect programme costs captured using a cost framework
  • Benefits converted into monetary values using transparent assumptions
  • Phillips ROI methodology separates benefits from programme costs
  • ROI percentage calculated from net benefits and total costs
  • Intangible benefits reported separately when monetary conversion lacks credibility
  • Sensitivity analysis tests assumptions behind estimated financial returns

Participants can communicate findings and create an evidence-based programme improvement plan.

  • Executive dashboards present decisions, findings, risks and recommended actions
  • Data visualisation selects charts suited to the evaluation question
  • Evaluation narratives distinguish evidence, inference, limitation and recommendation
  • Stakeholder reports tailor detail for executives, managers and facilitators
  • Improvement actions assign owners, deadlines and success measures
  • Personal application plan schedules the next programme evaluation steps

Exercises and examples are adapted to each cohort's sectors and roles.

What you take back to work

  1. Learning impact evaluation logic model template
  2. Performance needs diagnostic checklist
  3. Kirkpatrick and LTEM evaluation design matrix
  4. Learning transfer measurement toolkit
  5. Phillips ROI calculation worksheet
  6. Executive learning impact report template

Who should attend

  • Learning and Development Managers — need defensible evidence for learning investment decisions
  • Learning and Development Specialists — design programmes and require stronger evaluation methods
  • HR Business Partners — connect capability initiatives to business performance priorities
  • Internal Trainers — assess learning transfer beyond classroom feedback forms
  • Talent and Capability Managers — govern portfolios of leadership and technical programmes
  • Programme Managers — monitor benefits from workforce change and implementation initiatives

Skills and tools covered

Performance needs analysisEvaluation designLearning transfer measurementImpact data analysisROI calculationExecutive reporting

Tools and standards

Kirkpatrick’s Four Levels, Learning-transfer Evaluation Model (LTEM), Phillips ROI Methodology, Logic Model

How the course runs

Training methodology

Participants alternate between short instructor briefings and practical analysis of learning initiatives. They diagnose performance problems, build logic models, select measures, draft instruments and interpret sample data in small groups. Structured case work examines compliance, service, leadership and systems-adoption programmes. Simulations prepare participants for stakeholder conversations about evidence, costs and results. Individual application planning enables each participant to adapt course methods to a current programme and receive instructor and peer feedback.

Requirements and prerequisites

Participants should understand the basic purpose of workplace learning and have experience supporting, designing, delivering or coordinating training programmes. Familiarity with learning objectives, participant feedback forms and simple spreadsheet calculations is helpful. Participants will benefit most if they can bring an example of a current or planned learning initiative, although this is not essential. No prior study of statistics, finance, data science, psychometrics or formal evaluation frameworks is required. The course explains required calculations and data concepts step by step.

A typical training day

08:30 – 10:30First session
10:30 – 10:45Refreshment break
10:45 – 12:30Second session
12:30 – 13:30Lunch and networking
13:30 – 15:00Third session
15:00 – 15:15Refreshment break
15:15 – 16:30Workshop and daily review

Live online deliveries follow the same structure in East Africa Time, with shorter screen blocks and longer breaks.

What the fee includes

  • Instruction by a practitioner facilitator
  • Full course workbook and materials
  • Exercise files, templates and case studies
  • Refreshments and lunch on classroom deliveries
  • Certificate of completion
  • Post-course application plan

Frequently asked questions

You should have basic familiarity with workplace learning programmes, such as coordinating, designing, delivering or supporting training. You do not need prior experience with ROI calculations, statistics or formal evaluation models.

Bring details of a current or planned learning programme if possible, including its target audience, objectives and any available performance data. A laptop is useful for working on templates, but course materials are provided.

It is designed primarily for L&D managers, specialists, trainers, HR business partners and capability programme managers. It also suits operational managers who must demonstrate results from workforce development initiatives.

Instructional design courses focus on creating learning experiences, while training delivery courses focus on facilitation. This course concentrates on diagnosing performance needs, measuring learning transfer, evaluating results and reporting value.

You will leave with templates and a drafted measurement plan that can be adapted for a live programme. The methods can be used for leadership, compliance, technical, customer-service and change-related learning initiatives.

The course runs from 08:30 to 16:30 each day, with about 6.5 contact hours daily. Time is divided between instructor input, case work, group analysis, tool design, data interpretation and application planning.

Questions about this course?

Ask about dates, fees, group bookings or running it for your team. Our training team replies by email.

Ask on WhatsApp info@skillsetdevelopment.com

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