Getting started
Understand the test and learn approach, make the case to stakeholders and use iterative phases to improve a project.
Test and learn work usually moves through 5 phases. We’ll add guidance on the scaling and sustaining phase when the Test, Learn and Grow programme reaches that point.
Test and learn is an iterative process, rather than a linear one. Focusing on outcomes, user needs, evidence-led iteration and working in the open are principles that apply across all 5 phases.
Use evidence at each phase to make decisions.
You may find you need to revisit your output from earlier phases. These learning loops help teams reach agreement on what to do next. For example, user research could show why an idea is not working and help you identify what changes are needed.
In every phase, keep a record of:
- what you learn from research and testing
- decisions you make and the rationale behind them
- all test ideas, including those you’re saving for later
Share the history of your work to help others learn about the conditions that make an intervention more or less effective.
Agreeing the challenge (phase 1)
Agree on the challenge you want to tackle and explore opportunities within it. Build your team and agree on the outcomes you want your test and learn activity to support.
By the end of this phase you should have written a problem statement, identified opportunities to scope further and gathered support from partners.
You may need to do some work before this phase to:
Read the guidance on agreeing the challenge.
Using evidence to scope test ideas (phase 2)
Use different research methods to understand who is affected by the challenge, what they need and how existing services or processes are working.
By the end of this phase you should have created a theory of change and agreed a shortlist of test ideas with partners and decision makers.
Read the guidance on using evidence to scope test ideas.
Designing test ideas (phase 3)
Turn ideas into prototypes by running design sessions with local staff, partners and people with lived experience.
By the end of this phase, you should have designed at least one user-centred prototype for testing and updated your theory of change to reflect learnings.
Read the guidance on designing test ideas.
Testing, learning and iterating (phase 4)
Test your ideas in real settings to learn what works, who it works for and under what conditions. Use what you learn to make evidence-based decisions. Keep a record of learnings and decisions and update your theory of change as you go.
By the end of this phase, you should have decided to scale, iterate, pause or stop your test idea.
Read the guidance on testing, learning and iterating.
Test and learn is an iterative way of working. To make it standard practice in your organisation, it’s helpful to understand the working conditions that support it.
Creating the right conditions means tackling rules, practices and cultures. These could be set by central government, statutory bodies, regulators and even your own organisation.
Building support
You may need to get permission to start a test and learn process. Getting permission often means building support among senior leaders and colleagues to try something new. You may also need to get a business case signed off, headcount approved or budget agreed.
Start by sharing examples from similar contexts to show how test and learn:
- reduces risk and saves money by testing early and stopping interventions that do not work
- supports a learning culture through testing and iterating
- creates public trust by involving service users and stakeholders throughout the process
- focuses time and money on interventions that have the biggest potential to deliver outcomes and meet organisational goals
You can then influence change by:
- updating rules through bringing people together, gaining support and making policy
- shaping behaviours through telling stories and building relationships
- creating a learning culture that enables risk taking and team autonomy
Securing funding
You need to structure your test and learn business case to focus on outcomes, learning and governance.
Outcomes not outputs
Show how your outcomes are aligned to your organisation’s strategy.
Do not commit to fixed outputs at the start. They make it harder to adapt a service or intervention as you gather insights from testing. Scale your intervention as evidence shows a positive impact on your outcomes.
Use theory of change to show how your approach leads to the overarching outcome.
Value for money through learning
In your economic case, show how learning quickly what works and stopping spending on what does not work delivers better value.
Standard cost-benefit analyses assume an idea will work from the start, creating a false sense of certainty. The bigger financial risk is spending years of effort and money on an idea that fails in the end.
Better cost control
Your main cost will be the multidisciplinary team, which gives you a predictable budget.
With the right governance, you can move team members on to other priorities if you learn an idea does not work. That flexibility gives budget holders increased control of finances.