Delayed Understanding Retention

Now that you’ve been back in the workplace for several weeks, how well do you feel you understand the concepts that were taught in the course?

Rationale: A follow-up learner-survey question designed to determine whether learners have maintained their knowledge after returning to the workplace.

Goal Setting and Action Planning

What types of goal setting and action planning did you do during the learning experience? Choose the one option that most closely mirrors your experience.

Rationale: Used to determine the extent to which learners were encouraged to set goals and engage in triggered action planning.

Motivation to Apply Learning

Regarding the topics taught, how motivated will you be to use these concepts or skills in your work?

Rationale: Used to determine the extent to which learners are motivated to apply what they’ve learned.

Belief in Core Principles

You may believe in these principles deeply, or not at all. Rate each one on its importance to you.

Rationale: Used to determine the extent to which learners believe the key principles that were taught.

Post-Training Reminders and Reinforcement

Given what you’ve been told by your trainers, your boss, or coworkers, how do you expect to be reminded after this training ends? Select all that apply.

Rationale: Used to determine the extent to which learners will receive reminders after the learning intervention.

Job Aids and Performance Support Usage

Using job aids, checklists, or other prompts can help ensure proper application of skills. Which of the following are true? Select all that apply.

Rationale: Used to determine the extent to which learners have job aids or prompts to support applying what they learned.

Job Aids and Performance Support

Using job aids, checklists, or other prompts can be an effective way to ensure you properly apply skills to your job. Which of the following are true?

Rationale: Determine the extent to which learners received and used job aids or prompts to support application.

Job Aids and Performance Support – Results

Using job aids, checklists, or other prompts can be an effective way to ensure you properly apply skills to your job. Which of the following are true?

Manager Support for Learning Transfer (Detailed)

In what ways do you expect your supervisor will support you in applying what you learned to your job? Select all that apply.

Rationale: Used to determine the extent to which learners’ managers will support them in applying learning to their work.

Manager Support for Learning Transfer (Simplified)

In what ways do you expect your supervisor will support you in applying what you learned to your job? Select all that apply.

Rationale: Used to determine the extent to which learners’ managers will support them in applying learning.

Conference Session Survey Introduction

No prompt available.

Online Workshop Survey Introduction

No prompt available.

Mentoring Program Survey Introduction

No prompt available.

Training Program Survey Closing

No prompt available.

Minimum Learner Survey Response Rates

No prompt available.

Application Readiness

How able are you to put what you've learned into practice in your work?

Rationale: Used to determine how prepared learners feel to apply learning on the job.

Untitled question

How able are you to use Microsoft Excel to create charts and graphs for presentations?

Rationale: Determine readiness to apply Excel skills.

Untitled question

No prompt available.

Untitled question

How able are you to put what you’ve learned into practice in your work?

Rationale: Determine how prepared learners feel to apply learning.

Untitled question

How ready are you to make a highly effective presentation (engage, learn, remember, act)?

Rationale: Assess confidence across presentation competencies.

Untitled question

How able are you to create presentations that help your audience remember what they’ve learned?

Rationale: Assess readiness for memory-supporting design.

Perceived Impact on Behavior

What impact, if any, will the learning session have on your future actions? Choose as many answers as are true for you.

Rationale: Used to assess how learners perceive the impact of the learning session on their thoughts and behavior.

Perceived Understanding of Concepts

Now that you’ve completed the learning experience, how well do you feel you understand the concepts taught?

Rationale: Used to determine how well the training helped learners comprehend the concepts taught.

Instructional Effectiveness Drivers

How well did the course prepare you to understand the concepts? Select all that apply.

Rationale: Used to determine how well the training helped learners comprehend the concepts taught.

Learner Attention During Session

Compared to most webinars (online meetings), how well did the session keep your attention?

Rationale: Used after webinars or other live online learning sessions to determine how well learner attention was maintained.

Learner Attention in Webinar Sessions

Compared to most webinars or online meetings, how well did this session keep your attention?

Rationale: Used after webinars or live online sessions to determine how well learner attention was maintained.

Instructor Performance Evaluation

Which of the following are true about your course instructor(s)? Select up to three items—those that are the most important in describing the performance of your instructor(s).

Rationale: Used to get feedback about the performance of instructors.

Practice Timing and Spacing

Which of the following were true about the opportunities you were given to practice using the software? Select all that apply.

Rationale: Used to measure the amount of delayed practice learners received during the training.

Realistic Practice Proportion

How much of the training was devoted to giving you practice working on real job tasks or realistic simulations, scenarios, or exercises related to real job tasks?

Rationale: Used to get a rough estimate of the amount of realistic practice provided to learners.

Time Spent on Learning Activities

In which of the following activities did you spend the most time during the learning? Select up to three choices.

Rationale: Used to determine the level of realistic practice received by learners based on how they spent their time during training.

Meaningful Practice and Spacing Depth

Did you engage in meaningful practice, and if so, how did you receive it? Choose the one option that most closely mirrors your experience.

Rationale: Used to determine the extent to which learners received spaced, meaningful practice.

Confidence with Practice Evidence

How prepared are you to apply skills from this training to real work situations? Select as many as are true.

Rationale: Used to determine the extent to which learners are confident that they learned what was taught, grounded in the type and rigor of practice they experienced.

Persistence in the Face of Obstacles

Sometimes people—people just like you—will face obstacles when applying new learning. How prepared are you to overcome such difficulties in applying the skills from this training? Select all that apply.

Rationale: Used to determine the extent to which learners will persevere in applying learning despite obstacles or difficulties.

Preparation for Overcoming Obstacles

Sometimes people face obstacles when applying new learning. What preparations did this course provide to help you deal with the obstacles you might face? Select all that apply.

Rationale: Used to determine the extent to which the training prepared learners to persevere in the face of obstacles.

Post-Training Support Ecosystem (Detailed)

After the course, when you begin to apply your new knowledge at your worksite, which of the following supports are likely to be in place for you? Select all that apply.

Rationale: Used to determine the extent to which learners will receive support after the learning intervention.

Post-Training Support Ecosystem (Simplified)

After the course, when you begin to apply your new knowledge, which of the following supports are likely to be in place? Select all that apply.

Rationale: Used to determine the extent to which learners will receive support after the learning intervention.

Perception of Behavior-Based Survey Questions

We’re using a new type of question with more specific answer choices. How do you feel about these new questions?

Rationale: Used to assess whether learners accept a survey based on this new type of learner-survey question.

Effective Use of Webinar Techniques

Which of the following methods were used effectively in the webinar you just experienced? Select all that apply.

Rationale: Used after webinars or live online sessions to determine which webinar methodologies were utilized effectively.

E-Learning Experience Positives

Select up to three items that were most positive about the eLearning experience.

Rationale: Used for online learning to assess the strengths of the technology and learning experience.

E-Learning Experience Negatives

Select up to three items that were most negative about the eLearning experience.

Rationale: Used for online learning to assess weaknesses in the technology and learning experience.

E-Learning Open Feedback

In your own words, what about the eLearning worked well for you, what hurt your learning, and what would you recommend be done differently in the future?

Rationale: Used to gather rich, qualitative feedback about the learner experience.

Learning Effectiveness Recommendation (NPS Replacement)

If someone asked you about the effectiveness of this learning experience, would you recommend it to them?

Rationale: Used as a replacement for learning-related Net Promoter Score questions, focusing on perceived effectiveness.

Conference Session Strengths

For this session, what benefits did you get, if any? Select all that are true for you.

Rationale: Used to determine how well a conference session supported attendees in gaining usable learning benefits.

Conference Session Weaknesses

Please select any statements that were true about this session.

Rationale: Used to determine whether the session avoided common pitfalls that reduce effectiveness.

Amount of Engagement

How much did you engage with this session?

Rationale: Used to differentiate between participants who sampled the session versus those who were highly engaged.

Overall Conference Quality

Overall, how would you rate the quality of the learning experiences provided by this conference?

Rationale: Used to determine how attendees perceived the overall quality of the conference relative to others.

Preferred Session Types (Positive)

Which kinds of sessions were most valuable to you? Select up to five.

Rationale: Used to determine which session formats attendees found most valuable.

Session Types to Remove (Negative Preference)

Are there any session types you would recommend removing if this conference were run again? Select up to five.

Rationale: Used to determine which session formats attendees would recommend removing from future conferences.

Session Type Feedback (Comments)

Do you want to clarify your answers about session types? What worked well, what didn’t, and what would you recommend we change?

Rationale: Used to gather deeper insights into why participants preferred or disliked specific session types.

Mentoring Relationship Progress

How far has your mentoring relationship progressed to date? Select ONE item only.

Rationale: Used to assess where a mentoring relationship stands on a timeline from not yet started through to an after-mentoring relationship.

Mentoring Activities Utilized

Which of the following have you and/or your mentee done? Select all that are true.

Rationale: Used to get an idea from the mentor’s perspective on the types of activities that have been utilized in the mentoring relationship.

Mentoring Activities Utilized (Mentee Perspective)

Which of the following have you and/or your mentor done? Select all that are true.

Rationale: Used to get an idea from the mentee’s perspective on the types of activities that have been utilized in the mentoring relationship.

Use of Handbook for Mentors

How closely did you use the document, Handbook for Mentors? Choose ONE.

Rationale: Used to determine how much the Handbook for Mentors was used by the mentors.

Value of Handbook for Mentors

How valuable was the Handbook for Mentors for you? Choose ONE.

Rationale: Used to determine mentors’ perspectives on the value of the Handbook for Mentors.

Mentor Effort Level

How would you rate your effort as a mentor?

Rationale: Used to determine mentors’ level of effort.

Mentoring Benefits (Mentor Perspective)

What benefits, if any, did the mentoring experience provide to you? Select all that are true.

Rationale: Used to find out if mentors felt they got benefits from being a mentor, and what types of benefits.

Alignment with Organizational Values

How did this workshop exemplify or fail to exemplify organizational values? Choose ONE.

Rationale: Used to determine the extent to which the organization’s values were exemplified in the learning intervention.

Sense of Belonging

How much did you feel a part of the team during the workshop? Select all that are true.

Rationale: Used to determine how well the learning intervention helped people feel a sense of belonging to the whole group.

Immediate Application Focus

Which of the following presentation redesign techniques will you work hardest on over the next month? Choose up to three.

Rationale: Used to determine the topics learners felt were most immediately relevant for them.

Enrollment Motivation

What were you hoping to accomplish by taking this workshop?

Rationale: Used to determine the reasons that compelled learners to enroll in the learning event.

Immediate Goal Setting

Of all the things you might have learned in this session, what two or three things are you hoping to use right away in your current work or in your life?

Rationale: Used to push learners to set goals.

Implementation Intention Planning

For the first goal you mentioned above, when will you get started working toward that goal?

Rationale: Used to create situation-action plans to support learners in spontaneous remembering.

Positive Feedback Comment

What aspects of the training made it most effective for you? What should we definitely keep as part of the training?

Rationale: Used to get open-ended positive feedback about the learning experience.

Constructive Feedback Comment

What aspects of the training could be improved?

Rationale: Used to get open-ended constructive feedback about the learning experience.

Anything Else Feedback

Is there anything else we should have asked about? Is there anything you want to tell us?

Rationale: Used to get additional feedback and to honor the perspectives of learners.

Learning Missions Effectiveness

In this workshop, you were asked to complete five 'missions,' using what you learned by applying it to your work. How useful were these missions in helping you prepare to take what you learned back to the job?

Rationale: Used to determine how well the learning projects supported learners’ ability to take what they learned back to their work.

Pivot Question – Learning Application

Have you used what you learned in the training to make a significant improvement in your work?

Rationale: Used to determine the extent to which learners have applied learning to create meaningful impact.

Pivot 'Yes' Follow-Up – Enablers of Application

What factors have enabled you to put the training’s learning points into practice to make beneficial on-the-job improvements?

Rationale: Identify key enablers that support successful learning transfer and behavior change.

Pivot 'No' Follow-Up – Barriers to Application

What is holding you back from using what you have learned to make changes in your work?

Rationale: Identify barriers preventing learners from applying training to their work.