Once you’ve got the core impact survey in place, you might want to dig deeper into specific behaviours, barriers, or enablers, it depends on your programme goals.
This article outlines the additional TinQwise Impact questions, grouped into categories that align with the strongest predictors of retention, performance (OpEx), and customer experience.
Always start with an intro screen
We recommend beginning every impact survey with a short, reassuring intro screen.
💬 “Let’s take a quick check-in. Everyone’s experience at work is different and that’s completely okay.”
This sets the tone, builds trust, and helps learners feel safe to answer honestly.
Why it matters:
Creates psychological safety from the start
Reduces response bias (Podsakoff, Edmondson)
Encourages more truthful, reflective answers
💡 Even though it’s not scored, the intro screen plays a crucial role in getting quality data.
Section 1: Confidence & capability (Self-efficacy)
These questions measure whether learners feel able to apply what they’ve learned: one of the strongest predictors of transfer.
Examples:
How confident do you feel doing your job well? (global confidence)
How confident are you handling situations related to [this programme]? (task-specific)
How confident do you feel using [programme-related skills] in real work situations?
When work gets busy or stressful, how calm do you usually feel? (emotional regulation)
Why ask these?
High confidence predicts performance and retention
Low confidence often signals where support or clarity is needed
Helps you identify readiness to apply learning
Section 2: Role understanding & fit (Role clarity)
These questions explore how well learners understand their role and processes, essential for consistency and confidence.
Examples:
How clearly do you understand what is expected from you in your role?
How clear do the work processes and procedures feel to you right now?
Why ask these?
Confusion around role or tasks undermines learning transfer
Supports onboarding, leadership, and compliance-focused programmes
Section 3: Motivation & intention to transfer
These questions measure the willingness to keep learning and applying new behaviours, strong drivers of long-term change.
Examples:
How motivated do you feel to keep learning and improving at your job?
How likely are you to use [programme-related skills] in your upcoming shifts or workdays?
Why ask these?
Intention is the #1 predictor of future behaviour (Ajzen)
Motivation is closely tied to retention and engagement
Section 4: Support & psychological safety
These questions surface how supported people feel in their environment: managers, teams, and culture.
Examples:
How supported do you feel by your manager when learning or trying new things at work?
How comfortable do you feel talking about mistakes or questions at work?
How comfortable do you feel asking teammates or managers for help when you need it?
Why ask these?
Psychological safety enables learning, asking, and experimenting
Manager support is a key enabler of behaviour change
Crucial for feedback culture, innovation, and high-trust teams
Section 5: Behavioural application
These questions capture what people are actually doing, not just how they feel.
Examples:
In your last few [shifts/workdays], how often did you use your skills in situations related to [this programme]?
Why ask these?
Frequency predicts transfer better than yes/no
Helps connect learning directly to workplace behaviour
Section 6: Perceived impact
These questions reveal whether learners believe the programme is making a difference.
Example:
How much do you feel this learning programme will/has improved your ability to make a positive impact at work?
Why ask this?
Strongly linked to intrinsic motivation, retention, and engagement
Helps learners connect training to purpose and outcomes
Section 7: Barriers & blockers
These questions uncover what’s getting in the way of applying learning.
Example:
What makes it harder to use your skills at work? (Multiple choice)
Why ask this?
Gives visibility into workload, tool issues, unclear processes, or low confidence
Enables targeted, real-time interventions
Summary table: What each section tells you
Category | What it helps you understand |
Confidence & capability | Are learners ready to apply skills? |
Role clarity | Do they understand what’s expected? |
Motivation & intention | Are they willing to apply learning? |
Support & safety | Is the environment enabling growth? |
Skill application | Are they using the skills in real work? |
Perceived impact | Do they believe the programme is valuable? |
Barriers | What’s getting in the way? |