Know what to build, and whether it worked.
Before a program is built, we study what it needs to do. Afterward, we look at whether it did. Our research work spans needs analysis, landscape and gap analysis, audience and role research, and learning measurement — the evidence that tells you where to invest and how a program is performing.
Research that sits on both sides of the build.
Some of our research shapes a program before a single module exists. Some of it measures a program once it is in the field. The work below is where we look, and what we look for.
Needs assessment
We establish what the audience has to be able to do, and where the current gap sits, before a curriculum is scoped.
Landscape & gap analysis
We map the surrounding context — the disease area, the competitive picture, the existing material — and locate what is missing.
Audience & role research
We learn how the people who will take the training actually work, so the program meets them in their real context.
Assessment & item design
We build the questions and checks that show whether learning happened, written to measure understanding rather than recall.
Learning-effectiveness measurement
We look at how a program performs once it is live, following capability from a baseline through application in the field.
Program evaluation
We step back to the level of the whole program and ask whether it is meeting the objectives it was built to serve.
Measurement designed up front.
Measuring a program well is not something added at the end. We decide what we intend to measure while the program is still being designed — the points along the way where capability can be observed, the instruments that will observe it, and the objectives each of those points is tied to.
Deciding this early does two things. It keeps the program honest about what it set out to change, and it means the evidence is there when you want to know whether it worked, rather than reconstructed after the fact.
The posture we bring to the research.
Research is only useful if it changes a decision. These are the commitments that keep our studies pointed at the work rather than at appearances.
Evidence before build.
We would rather learn what an audience needs before committing to a curriculum than discover it partway through delivery.
Objectives, then instruments.
We settle what a program is meant to change first, and choose the way we will measure it second — not the other way around.
Honest about what we measure.
We are clear about what a given study can and cannot show, so a result is read for what it is and nothing more.
Start with what you need to know.
Whether the question is what to build or whether it worked, the useful first step is a short conversation about your program and the evidence you are working from.