Tools to measure behaviour

Has the learning event resulted in changed work practices? This level is key. We know that without some form of on-the-job support, e.g., coaching from an expert in the approach, even very high-quality training, that includes practice and feedback, is unlikely to result in changed work practices:

Measures of Behaviour can be obtained in a number of ways, e.g.,
- Direct observation in the workplace
- Behavioural Rehearsal or Re-enactment during a follow-up coaching session
- Reflection on practice
- Follow-up surveys

Reflective prompt: How can we make observations of practice feel safe and comfortable for staff?

Reflective Practice

Here are some examples of reflective practice logs that you can duplicate for your own use (open in a new window):

Reflective Log

Reflective Log - Coaching

Reflective Log - Training Delivery

Observing Practice

Giving and receiving feedback can be tricky so it is important to consider how to offer feedback in a way that feels safe and containing for the learner and for the person delivering the training. It is important that feedback about skill development is non-judgemental, specific and descriptive and it is important to check the feedback is understood by the learner.

Quick feedback during a training can be offered using the ‘feedback sandwich’:

Identify something that went well

Suggest something that could be worked on further

Reinforce the positives

Good feedback principles

Allow the learner to answer first, this allows self-assessment of their own skill development

Encourage discussion both about strengths and aspects of work that need developed further

Competency checklists

Structured assessment tools can be used to assess whether intended changes to practice have happened via direct or recorded observations of an attendees practice. For example, they can be used to check that a therapist is delivering an intervention with fidelity to the therapeutic model. This approach is commonly used to train therapists to deliver psychological interventions, but checklists can also be developed using the Intended Learning Outcomes to generate short behavioural descriptors that describe the key elements of effective practice along with a rating scale to capture progress, for example, this is the coaching checklist developed by NES, which is free for anybody to use:

LIAM Coaching Skills Checklist

Follow-up Survey

Follow-up surveys can be used to elicit information about the application of skills / knowledge / confidence / motivation following a learning activity or programme. This requires measurement of ‘settled behaviour’ following a learning event. The timing of the survey is key and will depend on context. How soon can we realistically expect to see our colleagues change their workplace behaviour or performance?

The following questions could be answered by participants’ supervisors, coaches, or line managers if they are able to provide an objective and accurate view of any changes in performance or behaviour.

To what extent has participation in the programme affected behaviour in the workplace in the following areas (tick one option for each performance area)?

Performance area	Not at all	To a limited extent	To some extent	Very significantly	I don’t know
Achieve personal objectives
Work effectively with colleagues
Contribute to, or lead, quality improvement initiatives
Take responsibility for one’s professional development
Improve own productivity
Other (Please specify)

The above areas of performance impact are associated with leadership and development programmes. Other areas of performance impact would be used depending on the purpose of the programme and its context. Opinions diverge about the validity of post-programme surveys of self-reported individual performance or behaviour. Some researchers¹ have commented on different sources of bias in self-report surveys (e.g., response biases such as social desirability bias). For this reason, it may be useful to triangulate self-report survey data with a similar survey of participants’ line-managers or others able to know about post-programme behaviour.

¹Furnham, Adrian (1986). "Response bias, social desirability and dissimulation". Personality and Individual Differences. 7 (3): 385–400

Microsoft Forms
Staff who use Microsoft Teams should have access to Forms. Forms can be shared with and completed by anyone. They are simple to use, and they export data into Excel for easy comparison and analyses.

For those who do not have access to MS Forms, Questback Essentials is a web based, GDPR compliant, survey platform that allows you to ask questions of staff who have attended your learning events to check on how they are implementing their new skills in practice. Questback Essentials is free to use, just register with your email address and details. It allows you to send a survey link to staff groups and collates their responses in a report. There are helpful YouTube videos to explain how to use it.

Please note SurveyMonkey does not meet the data protection standards set out by the NES information governance group and is not recommended by us.