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HCD.20:4.5 - Compare full effort and the time of use

Compare candidates on the same intended result and observation conditions. Include:

  • learner preparation, personal attempts, exchange, reading others’ work, correction and recovery;
  • author and provider preparation, qualification, facilitation, subject help and individual checking;
  • coordination, channel and equipment access, permitted-material preparation and re-entry;
  • waiting and peak demand, reserve capacity and work displaced elsewhere.

Count a shared expense once and recurring expenses where they occur. Keep learner time, specialist time, elapsed time and financial expenditure visible rather than collapsing them into an unqualified score. State which values are estimates and which come from operation.

Inspect the most demanding plausible window on one timeline for both participants and providers. Place each action after the information it needs; mark the personal or shared action during which help can actually be used. Count simultaneous actions together only when the same person can perform them compatibly. Assign visits to individual providers, allowing their preparation, movement or connection, and leave enough time for the learner to use the response. Queuing a question is viable only while that dependent action can still occur. A nominal reserve must have the competence, permission and availability to supply the missing contribution.

When scaling the cohort, recompute the number of task groups and the relevant recurrent work. A mentor-to-learner ratio can summarize a particular arrangement; it cannot replace the task and window calculation. Unexpected absence or retries may change the result before another enrolment does.