Factual duration of the synchronous learning session. How much time the trainer spent implementing synchronous learning.

For example, the instructional designer developed the virtual training duration to be 2.5 hours, and the factual duration was 3 hours.

Deviation from the scenario is a target for exploring; hypotheses are:

• 3 hours is needed for this training
  
• part of the theory to be added to pre- or post-work materials
  
• time is spent getting back and forth from breakout rooms to the main session room
  
• revise the ways of working on the tasks (e.g., instead of the full group, use the teams option)

What affects the metric:

• learning program schedule
  
• training session design
  
• trainer's competences
  
• script for a trainer in the scenario
  
• presence and quality of the training transfer
  
• presence of optional activities

Services and platforms where this metric is available:

• AdobeConnect
  
• Zoom
  
• Teams
  
• WebEx
  
• Lanes

Percentage of completed activities vs planned trainer's compliance with the learning session scenario. Activities implemented, factual timing of the activities, activities skipped.

For example, the instructional designer developed the role-playing game duration to be 30 minutes, and the factual duration was 50 minutes.

Hypotheses of the deviations are:

• scenario did not include the time for sharing instructions with the participants
  
• lack of planned time for sharing after the activity
  
• both

What affects the metric:

• training session design
  
• session timing
  
• activities timing
  
• trainer's competences
  
• quality of training the trainers
  
• availability of optional activities (if the task does not work well in the group

Services and platforms where this metric is available:
Lanes

Trainer's rating (leaderboard) is created by the feedback form ratings submitted by the participants. They include the participants' perception of learning practical use, its organization, and emotional space during the program.

What affects the metric:

• trainer's competences
  
• learning program design
  
• learning program schedul
  

Services and platforms where this metric is available:
Lanes

Trainer's feedback quality influences the participants' work on the tasks in asynchronous learning. The metric shows the completeness and intention of the feedback.

For example, the participants solved a case, the trainer checked it and graded it, and provided some feedback.

Hypotheses of poor quality feedback are:

• trainer received the notification late and did not have enough time to share the effective feedback
  
• trainer did not have enough time to provide full feedback to all the participants
  
• program has a fast pace and trainers cannot keep up
  
• trainer does not understand the importance of detailed feedback
  

What affects the metric:

• trainer's competence
  
• the number of people who check the tasks
  
• learning program schedule
  
• quality of the training transfer
  
• frequency and time of notifications

Services and platforms where this metric is available:
Lanes