Your Chief Virtual Learning Architect

Learning to Performance

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Custom Design & Delivery

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Predictive Evaluation

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Enterprise Learning Strategy

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Dave Basarab Consulting has elevated the training experience, offering an end-to-end comprehensive approach that includes training strategy, instructional design, development, delivery , post program training transfer, and evaluation (via the unique Predictive Evaluation methodology). Virtual Chief Architect Dave Basarab has combined all of these individual training elements with his user-friendly, comprehensive Learning to Performance approach, which significantly increases companies' training ROI.

Why we are different

Innovation: Our primary focus is creating learning programs using a Learning to Performance approach.
Expertise: Dave offers the depth and breadth of his experience, including working internally at prestigious companies (Motorola, Ingersoll Rand and Pitney Bowes) as well as his knowledge and expertise as a highly-respected, sought-after consultant.
Partnership: Basarab collaborates with companies, serving as their own Chief Learning Officer whenever they need to plan, strategize, or implement training initiatives.

Training Services

Enterprise Learning Strategy

Enterprise Learning Strategy

At Dave Basarab Consulting, we're experts in creating Enterprise Learning Plans. We work with you to develop your company's learning strategy and direction.

Custom Design, Development, & Delivery

Custom Design, Development, & Delivery

Custom training is an effective way of developing the capability required to execute your strategy. We are a custom design house that creates programs specific to your business.

Learning Burst Development

Learning Burst Development

We can create and deliver your courses via our unique Learning Burst Method - keeping your employees at their jobs while receiving world-class training.

Predictive Evaluation

Predictive Evaluation

We predict the ROI for your courses and establish success gates. We then evaluate the course against the success gates to show value realized and continually improve results.

Leadership Development

Leadership Development

Turn-key virtual custom leadership development program that combines world-class leadership speakers/educators with post-event personalized coaching to provide you with a cadre of highly skilled leaders.

Predictive Evaluation

Measuring Virtual And In-Person Training Effectiveness

Virtual instructor-led training (VILT) has become a practical part of workforce development across Australia, from large offices in Sydney and Melbourne to regional teams and fly-in fly-out operations in Western Australia. Yet a session that runs smoothly online is not automatically effective. The meaningful test is whether people apply what they learned and whether that application improves business performance.

Comparing VILT with classroom delivery requires more than attendance figures or post-session satisfaction scores. Organisations need a consistent evaluation method that considers learner behaviour, manager support, operational conditions, cost, accessibility and measurable results. This makes the comparison fair and helps leaders choose the right format for each capability need.

What Effectiveness Really Means

Training effectiveness is the extent to which learning produces useful change. That change may involve stronger leadership conversations, fewer safety incidents, faster customer resolution, improved sales conversion or more consistent use of a workplace system.

Delivery mode influences the learning experience, but it is rarely the only cause of success or failure. A well-designed virtual programme can outperform a poorly planned workshop, while a face-to-face session may be essential for practical rehearsal, sensitive discussions or relationship building.

Comparing The Learner Experience

In-person sessions offer physical presence, quick informal feedback and fewer competing browser tabs. Facilitators can notice hesitation, adjust activities in real time and use room dynamics to build momentum. These advantages are valuable when learners need intensive practice or trust-based discussion.

VILT can offer greater access for distributed teams, lower travel costs and easier scheduling across multiple sites. It also creates useful digital evidence, such as chat contributions, poll responses and breakout-room outputs. However, fatigue, poor audio, home distractions and uneven digital confidence can reduce participation.

For Australian organisations, the difference is particularly relevant when employees are spread across Brisbane, Adelaide, Perth and smaller regional centres. Requiring everyone to travel may delay learning, while scheduling a virtual class across eastern states and Western Australia requires careful attention to time zones and shift patterns.

Build A Fair Measurement Framework

The same learning objectives should be assessed in both formats. If the classroom group is measured by workplace performance while the virtual group is judged by satisfaction, the comparison will be unreliable. Evaluation should begin with the behaviour the organisation expects to see after training.

Dave Basarab’s Predictive Evaluation approach is useful because it focuses on forecasting adoption, impact and return before a programme is delivered. Baselines, leading indicators and business measures can then be agreed with sponsors, facilitators and managers rather than added as an afterthought.

Measurement area	Virtual delivery evidence	In-person delivery evidence
Reach and access	Attendance, connection quality, completion	Attendance, travel and site coverage
Learning	Online assessments, polls, demonstrations	Assessments, observed practice, demonstrations
Adoption	System records, manager checks, follow-up tasks	Workplace observation, manager checks, follow-up tasks
Business impact	Productivity, quality, customer or safety data	Productivity, quality, customer or safety data
Efficiency	Facilitator time, technology and travel avoided	Venue, travel, accommodation and release time

Account For Design And Facilitation

Virtual delivery works best when content is broken into focused segments with interaction every few minutes. Demonstrations, breakout practice, annotation, chat and short reflection tasks keep participants active. A two-hour online lecture is rarely equivalent to a two-hour classroom workshop.

In-person learning should not be treated as a licence for passive presentations. Its strengths should be used deliberately through simulations, peer coaching, physical demonstrations and difficult conversations. The facilitator’s skill, preparation and ability to connect activities with real work often matter more than the room itself.

For leadership programmes supporting remote teams, remote leadership design offers useful context. Leaders need practice with communication, accountability and inclusion across distance, whether their teams work from home, a mine site or a shared office.

Examine Cost Without Losing Value

A virtual programme can reduce flights, accommodation, venue hire and time away from work. It may also make short follow-up sessions easier to schedule. These savings should be balanced against platform licences, technical support, instructional redesign and the productivity cost of extended screen time.

Classroom learning carries higher logistical costs in many cases, particularly when participants come from several states or remote locations. It can, however, deliver value through concentrated attention, stronger peer networks and practical exercises that are difficult to replicate online.

A sound business case compares total cost with outcomes achieved. “No worries” should not become a substitute for evidence: a cheaper course that produces little behaviour change is not better value than a more expensive intervention that improves performance.

Collect Evidence That Shows Change

Useful evidence should cover the learner journey and the operational result. The following indicators can help separate participation from genuine transfer:

Completion and attendance by location, role and work pattern
Confidence and knowledge before and after the session
Demonstrated skill during realistic activities
Manager observations of behaviour in the workplace

Short reinforcement activities can strengthen both formats. Learning bursts may include a five-minute scenario, a manager conversation guide or a spaced practice task delivered through a digital platform.

Business-focused measures should be selected with operational leaders, not imposed by the learning team alone. Examples include:

Reduced rework, complaints, incidents or processing time
Improved employee retention, engagement or internal mobility
Increased sales, service quality or system adoption
Faster achievement of role-based performance standards

Turn Findings Into A Delivery Decision

Evaluation results should guide the blend of methods rather than produce a simplistic winner. VILT may be preferable for knowledge updates, geographically dispersed groups, coaching follow-ups and repeated practice. Face-to-face learning may be stronger for hands-on equipment, high-stakes simulations, team formation and nuanced interpersonal skills.

A blended pathway can combine a short online briefing, a classroom practice day and virtual reinforcement. This approach reflects how Australians often work across offices, client sites, regional communities and FIFO rosters. It also allows organisations to reserve travel-intensive learning for activities that genuinely benefit from presence.

The decision should be based on evidence about adoption and impact, supported by credible evaluation. Dave Basarab’s professional story reflects a focus on connecting learning activity with business results rather than treating delivery as the finish line.

When measuring virtual instructor-led training against in-person learning, compare equivalent objectives, track workplace behaviour and account for the operating context. The format matters, but the lasting test is whether people use the capability and the organisation can see the difference.

Learning to Performance

Learning to Performance, a complete training approach, gives companies world-class training to drive significant return. This approach includes upfront work (Impact Mapping, design), training (for staff and company executives), and post-training efforts to ensure training transfer. This unique recipe - the key for successful training and adoption - is changing the way companies implement training. This methodology could work with any content for organizations in any industry.