Participation in a course measures an activity carried out, but does not prove that a competence has been acquired or used. For a cooperative, training should start with the problems that members and staff encounter at work.
The principle of education, training and information of the International Cooperative Alliance offers a general reference. On the operational level, I propose to choose circumscribed objectives: interpret a data point, manage a request or use a necessary function. This makes it possible to verify learning.
A hypothetical example is a course on a reordering system. The final test may ask to complete an order and recognize an anomaly. After a few weeks, the difficulties encountered in real use show whether better materials, assistance, or a change in schedule are needed.
The assessment should include those who fail to participate. Hours, distance, and workload can limit access; changing modes can help without lowering the target. I propose to link presence, demonstrated capacity and subsequent application. Training becomes an investment that can be evaluated through concrete results, keeping the improvement of skills distinct from economic effects that also depend on other factors of the activity.