the impact of job aids on the transfer of learning in the

Running head: THE IMPACT OF JOB AIDS ON THE TRANSFER OF LEARNING 1

The Impact of Job Aids on the Transfer of Learning in the Workplace

Dean Stubbs

James Madison University

Fall 2019

THE IMPACT OF JOB AIDS ON THE TRANSFER OF LEARNING 2

Abstract

This applied research project examined the use and effectiveness of just-in-time learning, adult

learning theory, and job aids on the transfer of learning in the workplace. Design considerations

were also reviewed to consider effectiveness. A review of the literature was conducted and

uncovered a connection among just-in-time learning, adult learning theory, and job aids on the

transfer of learning in the workplace. However, there are no studies that look exclusively at the

use of web-based systems. Leveraging this type of training can be more effective for learners,

cut down on the amount of initial system training, and reduce the amount of follow-up training.

This study will be conducted in one higher education settings. Future studies in wider range of

workplaces will likely contribute more generalizable results.

Keywords: job aids, transfer of learning, adult learning theory, workplace


Chapter One

Introduction

James Madison University (JMU) uses a web-based procurement system (eProcurement

system) to purchase goods and services. Electronic Virginia (eVA) is the name of our

eProcurement system, and all agencies in The Commonwealth of Virginia are legally required to

use this system. JMU has approximately five hundred active system users at any given time and

we receive about four to ten new user access requests each month. System users range from

administrative assistants to department heads, vice provosts, and assistant vice presidents.

In my role at JMU, I serve as the entity primary security officer and lead support for

eVA. This means I’m responsible for creating and deactivating user accounts, responding to eVA

helpdesk calls and emails, among other activities. I interact with a large subset of our userbase in

a given month for a variety of questions, which can be broken down into two overarching

categories: procurement/purchasing policy and system functionality. These questions come from

new and seasoned system users alike as changes to eVA and procurement policy are

implemented.

Current Training Model

Before a faculty or staff member can be granted system access, they are required to attend

our eVA Overview training session. The training was originally created in 2003, and was

designed using Behaviorism as the primary theoretical framework. Although this training has

been running at JMU for over 15 years, the overall format has not changed, while the content has

been updated over the years to adjust for system changes. This training is three and one-half

hours long and has two main sections. First, learners spend an hour in a lecture format learning

basic procurement and purchasing policies that will guide their work. Some of these items


include: mandatory sources, the importance of our supplier diversity program (SWaM), restricted

items, when the procurement office needs to be involved in a purchase, and things that are

considered illegal. Then, for the next two and one-half hours, the leaners sign into the training

version (training instance) of the eVA system, which is identical to the real system but orders

created in the training instance are not transmitted to vendors. During the second half, learners

follow hands-on demonstrations and exercises. Each demonstration covers real-life situations

that the learners may encounter in their departments from within the Ariba application, which is

the purchasing module of eVA. This can be visualized in the eVA Overview organization map,

Figure 1.

Figure 1. eVA Overview organization map

There are three main performance outcomes for the training. First, the learners will have,

at a minimum, a base level understanding of the system that will allow them to use the eVA

system with minimal difficulty. Second, the learners will have a higher-level understanding of

appropriate procurement policy. Finally, the learners will know the different resources and

eVA Ovierview

Policies

Lecture Based

1 Hour

• Accepatble JMU Purchasing

• Supplier Diversity (SWaM)

• Restricted Items

• Mandatory Sources

eMall Usage & Functinality

Hands-On / Demonstration Based

2.5 Hours

• Catalog/Punchout Orders

• Non-Catalog Orders

• Confirming Orders

• Ad-Hoc Orders


contacts they may utilize if they have system or policy questions and issues. However, there is

no formal assessment to gauge learners’ comprehension of the content at the conclusion of the

training, nor transfer to their workplace. Rather, as long as the learners have completed the

training and submitted access request paperwork, they are given a user account to the eVA

system.

Although I am the owner of the eVA Overview class, we have the IT Training group at

JMU facilitate the training, and I attend to serve as the subject matter expert (SME) and answer

various questions that may come up from users that the trainer may not be able to answer. At the

start of the training, we have the learners go around the room and share their name, what

department they are from, how long they have been at JMU, and what goods and services they

will be purchasing in eVA. Typically, those in the training are either brand new to the university

and as a result, are taking a variety of classes in a short period of time to get access to the many

systems they need for their job role. This often causes overload and confusion due to the high

number of new terms and varying systems. However, a smaller subset of individuals come to the

training after being at JMU for a longer period of time and aren’t having to complete four or five

system training courses in a short period of time. Further, those who have been at JMU longer

already have a rough understanding of procurement and purchasing policies, and how those

interact with other areas: finance and information technology.

Future Of eVA

The contract that the Commonwealth of Virginia utilizes for the whole eVA system is set

to expire in June of 2021, as a result there is an ongoing procurement to solicit for a new

eProcurement system to replace the existing one. The impact of this change will be significate,

not only to the user base at JMU, but across all agencies in Virginia. Based on the current


timeline available, the new contract will be awarded around August 2020, and then the

implementation process will begin. All current users must be in the new eProcurement system

no later than June 30, 2021, but many agencies will transition to the new system in late spring

2021. While the branding of eVA will remain the same, the eProcurement system behind it will

completely change and, given that the current software has been around for over 20 years, any

new system will have a dramatically different user interface and functionality. As such,

implementing the new system will require substantial retraining not only at JMU, but for the over

11,000 system users across the Commonwealth. The timing for this research is very fortunate in

that the findings can help guide the conversation and design of the new system training for

effective retention. For JMU, we will likely develop our own in-house training materials and

offerings. However, the group that manages eVA is also aware of the research I am conducting

and has asked for the findings at the conclusion.

Summary

Given how prevalent informal learning, such as just-in-time learning, is in the workplace,

this review is being undertaken to gain insight into what studies about job aids in the workplace

have already been conducted and the results of those studies. The main goal of this applied

research project is to answer these research questions:

1. How do learners perceive traditional eVA training?

2. How do learners perceive the transfer of the eVA training?

3. How did the job aid assist the learner with the transfer and using eVA in their workplace?

4. What components of training are most preferred and least preferred for workplace

training?


Being able to answer these questions will better inform and guide future training at JMU for

faculty and staff that use the eVA system. As well, the results of this study will play an important

part in helping guide the conversation and the design of the retraining program not only at JMU

but at agencies all across The Commonwealth of Virginia.

Chapter Two

Overview

Around the world, companies heavily invest in training for their employees. For example,

in 2018, companies located in the United States spent $87.6 billion on training and development

(2018 Training Industry Report, 2018). A vast majority, an estimated 80 percent, of workplace

learning that takes place, happens informally (Cerasoli et al., 2018). However, many

organizations spend less than 20 percent of their budget to financially support alternative

learning or training methods, such as just-in-time learning (Cerasoli et al.). An even smaller 10

percent of learning from training is successfully transferred back to the workplace (Heilmann,

Bartczak, Hobbs, & Leach, 2013). Given this disparity between supporting alternative learning

or training methods and their prevalence, a review of workplace training and Just-In-Time

Learning in the workplace is needed to better understand their impacts on employee learning,

workplace readiness, and the transfer of learning. The use of job aids to help improve the transfer

of learning in the workplace is supported by several components: transfer of learning, just-in-

time learning, adult learning theory, workplace training, and with the tools of Education

Technology. Figure 2 models this overarching theoretical and conceptual framework.


Figure 2. Theoretical and conceptual framework

Definitions

Below is a list of relevant terms that will be used in this paper, along with their

definitions.

Just-In-Time Learning (JITL), is made up of several attributes: learner-led, takes place

outside of a formal learning environment and is made up of a focused lesson that is considered to

be a form of informal learning (Boileau, 2018). JITL content is targeted at a specific need and is

used just prior or while a learner is attempting a given task (Davis, Garcia, Wyckoff, Alsafran,

Graygo, Withum, & Schulman, 2012). Several benefits that JITL provides are reduced

disruptions because learners are not required to leave their office for training, and the minimized

impact on workers' daily schedules (Boileau).

Transfer of

Learning

Workplace Training

Just-In-Time

Learning

Adult Learning Theory

Educational Technology (Job Aids)


Job Aids are a type of performance support tool, which are used as an instructional

intervention (Spaulding & Dwyer, 2001). Although job aids vary in complexity and type

(procedural, informational, & decision-making), their goal is still to help scaffold learners

through various tasks on the job (Agola & Stefaniak, 2017). These tools are considered a form of

just-in-time learning and can be digital or paper-based (Florez-Arango, Iyengar, Dunn, & Zhang,

2011).

Transfer of Learning occurs when learning in a given context enhances performance in

another context (Perkins & Salomon, 1992). A transfer is more likely to take place with near

transfer, when the work task is highly similar to the learning (Blume, Ford, Baldwin, & Huang,

2010). One way to help increase the likelihood of the transfer of learning is for learning to be

authentic and take place in the performance context (Boileau, 2018).

The field of Educational Technology has changed its name and definition five times

over the last 50 years. In 2012, the Definition and Terminology Committee of the Associate for

Educational Communications and Technology updated the definition of the field as follows:

“Educational technology is the study and ethical practice of facilitating learning and improving

performance by creating, using and managing appropriate technological processes and resources

(Januszewski & Molenda, 2013, p. 1).

Adult Learning theory, also known as andragogy, was developed by Malcolm Knowles

in the 1960s, and updated in the 1990s, to better understand how adults learn (Woodard, 2007).

Andragogy is comprised of five assumptions about adult learners: self-concept – adult prefer a

self-directed approach, learner experience – adults often have prior knowledge to build off of,

readiness to learn – adults are ready and want to learn if there is a reason to do so, orientation of


learning – adults want the learning to be practical and relevant to their work, and motivation to

learn – adults want to learn because of intrinsic factors (Malik, 2016).

Eligibility Criteria & Information Sources/Search

For the review of professional literature, only current literature, articles published

between 2006 and 2019, in the English language, and from peer-reviewed academic journals that

were available as full-text online were considered. In addition, articles needed to have an adult

learner focus, either students in higher education or adults in the workplace. The literature review

on this topic was based on searches using the EBSCOhost Research Platform of publications

within the research databases Education Resources Information Center (ERIC) and Business

Source Complete. The main goal of this review was to see what professional research has been

done about job aids, and any connections to workplace training, transfer of learning, just-in-time

learning, educational technology, and adult learning theory. In addition to looking at the transfer

of learning in traditional training. For research questions one and two, the search terms:

“classroom AND transfer of learning,” were used, and for research questions three and four: “job

aids OR performance support aids”, were used.

Method of Summary

Each article was reviewed and grouped with the research question it most relevantly

addressed. Then a systematic review of each article was done to gain insight into methods,

subjects/participants, settings, results, and conclusions. Finally, a high-level review of each study

and its possible transferability to the research questions was done.

Findings

Theoretical & conceptual framework.

Workplace training is a vital part of any organization, this is especially true as new


employees need to be brought up to speed on a variety of systems, processes, and policies.

Woodard (2007) found that organizations could still ensure employees learned need content for

their job while allowing the employees to be self-directed and learn content as it was needed; all

while increasing the learners’ perceived readiness to do their job effectively. Just-in-time

learning is one method through which many aspects of adult learning theory can be leveraged for

training in the workplace (Hague & Logan, 2009). In fact, Ley, Cook, Dennerlein, Kravcik,

Kunzmann, Pata, & Trattner (2014) found that just-in-time learning can be highly effective, but

that training professionals often struggled to support it due to scalability and the often-formal

nature of many learning management systems. One instructional intervention that can help

bridge this gap is job aids; because of their versatility in complexity, type, and format, they can

be utilized in informal ways (Agola & Stefaniak, 2017). Finally, an important aspect

underpinning all of these concepts is the extent to which the transfer of learning is facilitated and

can be improved through the use of Adult Learning Theory, just-in-time learning, and job aids

(Blume, Ford, Baldwin, & Huang, 2010; Boileau, 2018).

Traditional training & transfer.

Benefits.

Classroom training that is led by an instructor has been a popular method for delivering

training in organizations. One study found that 92 percent of employers reported using

classroom-based training, which was led by on-the-job training at 94 percent (Saks & Burke,

2014). This popularity is due to the various benefits of this method, students are able to receive

real-time feedback from the instructor and because students are away from their normal work

environment they are less likely to encounter daily distraction while learning (Chatzimouratidis,

Theotokas, & Lagoudis, 2012).


Criticisms.

While classroom training is still heavily used in the workplace, there are a variety of

issues with this training method. Classroom training can suffer if the instructor is not fully

engaged with the topic or if the instructor doesn’t have a good understanding of the topic

(Chatzimouratidis, Theotokas, & Lagoudis, 2012). In a study by Saks and Burke (2014) that

looked at the transfer of learning, they found that classroom training didn’t have a significant

positive correlation with the transfer of learning, but on-the-job training activities did. Other

research suggests part of this may have been caused by the learning taking place in the

performance context or an authentic learning environment, rather than a classroom that doesn’t

match the learner’s work setting (Herrington, Reeves, & Oliver, 2014). Speicher and Kehrhahn

(2009) found that transfer from the classroom setting into the job setting was also hindered by

only using one case study, rather than having multiple case studies with variations for learners to

work through. Finally, classroom training makes it difficult to fully utilize concepts from Adult

Learning Theory, such as self-direction, orientation to learning, and motivation (Woodard,

2007). This is caused by not allowing the learning to self-direct the learning experience and the

lack of experience with real situations that motivate learners to go learn and search for answers

(Woodard).

Data gathering.

A vast majority of the data gathering was conducted through surveys. When analyzing

the data from the surveys, pairwise comparison, multiple regression analyses, or t-test analysis

were used. (Chatzimouratidis, Theotokas, & Lagoudis, 2012; Saks & Burke, 2014; Speicher &

Kehrhahn, 2009). Saks and Burke research used training and development professions as their


survey participants. Another two studies surveyed employees directly about their perceptions of

various training types or processes (Chatzimouratidis, Theotokas, & Lagoudis; Woodard, 2007).

Job aids & transfer.

Benefits.

One strategy used to help complement existing training and increase the likelihood of

transfer is the use of job aids (Baldwin‐Evans, 2006). However, job aids may be used

independently of any formal training (Florez-Arango, Iyengar, Dunn, & Zhang, 2011). These

job aids are used by employees while they are trying to complete an on the job task or

assignment; this is beneficial due to the learning taking place in the performance context for

increased transfer and because it allows for self-directed learning (Agola & Stefaniak, 2017;

Malik, 2016). When job aids are used just prior to or while the learner is completing a task the

learner has a minimized impact on their daily work schedule and less lost productivity (Boileau,

2018). Because adults want learning to be relevant to their work, having adult learners utilize

job aids, allows the learner to see the direct practical and relevant use of the job aid (Woodard,

2007). This also means the learner is scaffolded through the job task (Agola & Stefaniak).

Finally, when good educational technology design principals and tools are utilized, job aids can

increase job performance (Harvey, Jennings, Chinyama, Masaninga, Mulholland, & Bell, 2008).

Criticisms.

Although job aids are beneficial, the time required to effectively design and create them

means they may not be effective for all tasks and situations (Burke & Hutchins, 2008). Rather,

thoughtful consideration must be given to ensure an appropriate instructional intervention is

used. If a leaner has a difficult time accessing a job aid, whether in print or digital, or finding

information within the job aid it can have a negative impact on learning (McManus & Rossett,


2006). Lancaster, Di Milia, and Cameron (2013) completed a study and found that culture,

policies and a lack of encouragement from supervisors played a role in the lack of transfer of

learning in the workplace. As a result, there may be other considerations that need to be looked

at when attempting to increase transfer. However, these considerations are not being looked at in

this research as these factors fall into managerial and human resources policies, which are out of

scope.

Data gathering.

Researchers used a mix of data gathering methods to look at the impact of job aids:

surveys, observations, and interviews. Several studies made use of qualitative

NVivo coding or quantitative content analysis procedures, for data collected through interviews

or surveys (Burke & Hutchins, 2008; Lancaster, Di Milia, & Cameron, 2013; Malik, 2016).

However, most used analytical software to utilize Chi-square of Independence, Paired t-tests, or

mixed linear mode (Agola & Stefaniak, 2017; Florez-Arango, Iyengar, Dunn, & Zhang, 2011;

Harvey, Jennings, Chinyama, Masaninga, Mulholland, & Bell, 2008). Finally, only two studies

used training and development professions as their survey participants, rather than surveying

workers directly (Burke & Hutchins; Malik).

Summary & Research Gap

There are clear limitations to traditional classroom-based training, which hurt the overall

transfer of learning to the performance context. Overall, job aids are an effective way of

increasing the likelihood of transfer and provide other benefits to the learner. However, job aids

are not appropriate for all situations, as other instructional interventions may work better. There

are also many factors that impact the transfer of learning in the workplace beyond the actual

instructional intervention, such as lack of encouragement for survivors and work culture. Most


data for this type of research is gathered through surveys, and to a smaller extent observations

and interviews.

While most of the research reviewed looks at transfer of learning with employees in the

work setting, none of the studies looked specifically at the transfer of learning in reference to

learning how to use a web-based system. Rather, studies looked at the transfer of learning in

general for students in a class, new employees, or the perception of effective training from staff

that work in training and development. As a result, there is a need to research what impacts job

aids would have on the transfer of learning with the use of a web-based system.

Chapter Three

Research Design

The purpose of this study is to explore factors that impact the transfer of training in the

workplace and the effects job aids have on increasing transfer. A mixed-methods approach has

been selected so that both quantitative and qualitative data can be collected through two surveys.

The goal of this study is to answer these research questions:

1. How do learners perceive traditional eVA training?

2. How do learners perceive the transfer of the eVA training?

3. How did the job aid assist the learner with the transfer and using eVA in their workplace?

4. What components of training are most preferred and least preferred for workplace

training?

Instruments

For this study, two mixed-methods surveys will be used (Appendix A & B), both of

which were developed by the researcher. The first survey (S1) consists of six questions, four

quantitative and two qualitative. At the end of the first survey participants will be randomly


presented, using Qualtrics’ Randomizer tool with evenly present elements selected, either a link

to the digital job aid or a link to the printable job aid. In addition, participants will have

instructions to use the job aids over the next week as needed. Approximately one week later, a

second survey (S2) will be sent out to the same participants. This survey consists of seven

questions, six of which are quantitative. A more in-depth overview of both surveys can be found

in Table 1. Both surveys will be located in Qualtrics, along with the data from the surveys.

Table 1

Surveys - Method of Analysis and Data Type per Question

Survey

Question

Number

Survey Question Research

Question

(RQ)

Type of Data Type of

Analysis

S1 – Q1 Approximately how long ago did

you complete the eVA Overview

Course?

Demographics Quantitative Descriptive

Statistics

(Median, Mode,

Mean) S1 – Q2 What is your age? Demographics Quantitative Descriptive

Statistics

(Median, Mode,

Mean) S1 – Q3 What characteristics of the eVA

Overview training did you perceive

to be most effective?

RQ1 Qualitative Thematic

Analysis

S1 – Q4 What characteristics of the eVA

Overview training did you perceive

to be least effective?


Analysis

S1 – Q5 How often do you use eVA? RQ2 Quantitative Descriptive

Statistics

(Median, Mode,

Mean, Standard

Deviation) S1 – Q6 How useful did you perceive the

eVA Overview training to be once

you attempted to use eVA back in

your office?

RQ2 Quantitative Descriptive

Statistics

(Median, Mode,

Mean, Standard

Deviation)


S2 – Q1 Approximately how long ago did

you complete the eVA Overview

Course?

Demographics Quantitative Descriptive

Statistics

(Median, Mode,

Mean) S2 – Q2 What is your age? Demographics Quantitative Descriptive

Statistics

(Median, Mode,

Mean) S2 – Q3 Which job aid did you use? RQ3 Quantitative Descriptive

Statistics

(Median, Mode) S2 – Q4 How frequently did you use the job

aid?


Statistics

(Median, Mode,

Mean, Standard

Deviation) S2 – Q5 Did the job aid assist you with using

eVA in your workplace?


Statistics

(Median, Mode,

Mean, Standard

Deviation) S2 – Q6 How did the job aid assist you with

the transfer of the eVA Overview

training into using eVA in your

workplace?


Analysis

S2 – Q7 Rank these components of training

from most preferred to least

preferred for the type of training you

get at work.


Statistics

(Median, Mode,

Mean, Standard

Deviation)

Sample

Possible participants for this study will be selected through purposeful sampling. To be

eligible participants must meet the following criteria:

1. Must have taken the eVA Overview Course (IT502) within six months of the

survey (August 2019 - January 2020)

2. Must have an active eVA account

The email addresses of participants that meet the eligibility criteria will be identified

through a listing contained within Procurement Services and compared to the listing of active


eVA users available through the User Management module of the eVA system, which is only

accessible by the entity’s primary and backup security officers. A final listing of those that meet

the criteria will be created and used by the researcher. An estimated 20 to 50 individuals will

meet the eligibility criteria.

Recruitment

In February of 2020, an email will be sent to all individuals who meet the eligibility

criteria from the researcher’s @jmu.edu email account with the recipients listed in the blind

carbon copy field to ensure only the researcher is aware of the potential participants. The first

email (Appendix C) will contain informed consent and then, at the bottom, a hyperlink to the

survey. The same sample of participants will be emailed again one week later with a link to the

second survey.

Methods

This mixed-methods study will be used to investigate factors that impact the transfer of

training in the workplace and the effects job aids have on increasing transfer. This will be

accomplished through the use of two surveys (Appendix A & B), which will be sent to

individuals selected through purposeful sampling, after IRB approval. Once IRB approval is

received, an email (Appendix C), which includes informed consent, will be sent in February to

the participants that meet the eligibility criteria, which will include a link to survey one

(Appendix A). Approximately one week later, the first survey will close and then the same

participants will receive another email with the link to the second survey (Appendix B). Then,

after one week, the second survey will close. Once both surveys are closed, the data will be

reviewed, in Qualtrics and locally through downloaded CSV / Excel files out of Qualtrics on to

an encrypted and JMU managed computer. However, any incomplete surveys will not be


included in the data set, and the total number of incomplete surveys will be noted in the final

report. Finally, the researcher will then work through the data analysis process as outlined in the

Data Analysis section.

Protection and security of data.

For both surveys, Personally Identifiable Information (PII) of the participants will not be

collected, and the Anonymize Response option within Qualtrics will be used. Only the researcher

and the faculty advisor will have access to the survey data contained within Qualtrics. The

Qualtrics account of the researcher is password protected and has Two Factor Authentification

enabled. In addition, Qualtrics uses HyperText Transfer Protocol Secure (HTTPS) encryption

for all transmitted data.

The raw data will be reviewed using both a MacBook Pro and Dell desktop, both of which

have an encrypted SSD (solid-state drive). These computers are managed by JMU’s IT

Department; both computers require a password before they can be accessed, so the data on these

computers can only be accessed by the researcher. In addition, both of these computers are

located in the Wine-Price building at JMU, and are located in a room that is locked when not

occupied by the researcher. At the conclusion of the research and defense process, all raw data

and responses to both surveys will be destroyed.

Timeline.

The study will commence in January of 2020 and conclude in April of 2020. For this

study, both the researcher and the participants will be located in Harrisonburg, Virginia on

James Madison University’s campus. Figure 3 contains an overview of this timeline.


Figure 3. Timeline overview

Data Analysis

After both surveys have closed, the data will be aggregated. The quantitative questions

will be analyzed using descriptive statistics, a total of ten questions, and the qualitative questions

will be analyzed using thematic analysis, a total of three questions. A more in-depth overview of

the analysis types for both surveys can be found in Table 1. With the descriptive statistics

analysis, the researcher will look at the median, mode, mean, and standard deviation. Finally, for

the thematic analysis, the researcher will look for alignment along what learners perceive to be

most effective and least effective to their ranking of components of training, as well as any other

themes and patterns. Dr. Cheri Beverly will serve as the second-rater and independently assign

themes, to ensure reliability among the themes and patterns assigned by the researcher.

Conclusion & Limitations

There are several factors that may impact the overall study. Given the researcher’s role

with eVA and connection to the participant pool, participants could have an unintended bias in

their responses. The instruments being used for the study were created by the researcher and as a

result, the validity of those instruments has not been determined. Finally, because the current

training model does not contain any form of assessment, a smaller time frame of six months was

selected in an effort to increase the likelihood that participants would have recall of the training.

January 2020

•IRB Approval

•Identification of eligible participants

Febuary 2020

•Email eligible participants -survey one

•Email eligible participants -survey two

March 2020

•Analysis of survey data

April 2020

•Compile analysis and complete applied research paper


This means a limited pool of 20 to 50 participants will be eligible to receive the surveys.

However, the data from this study, at its conclusion, will be able to provide insight into

workplace training and to answer the research questions from Chapter 1.


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Appendix A

Survey One

Approximately how long ago did you complete the eVA Overview Course?

• One Month

• Two Months

• Three Months

• Four Months

• Five Months

• Six Months

What is your age?

• 18 - 29

• 30 - 39

• 40 - 49

• 50 - 59

• 60 - 69

• 70+

What characteristics of the eVA Overview training did you perceive to be most effective?

What characteristics of the eVA Overview training did you perceive to be least effective?

How often do you use eVA?

• Daily

• Multiple times a week

• Once a week

• Several times a month

• Once a month

• Every few months


• Never

How useful did you perceive the eVA Overview training to be when using eVA back in your

office?

• Extremely useful

• Very useful

• Moderately useful

• Slightly useful

• Not at all useful

Below is a link to a printable job aid. Please copy the link, or right link on the and open it

in a new tab. Over the next week use this job aid as needed. You will receive a follow-up

survey in approximately one week about this job aid.

Link to printable job aid:

https://drive.google.com/open?id=1tPkXKWH8RXDh0o_RhiPVBrSFEorFaUod

OR

Below is a link to a digital job aid. Please copy the link, or right link on the and open it in

a new tab. Over the next week use this job aid as needed. You will receive a follow-up

survey in approximately one week about this job aid.

Link to digital job aid:

https://drive.google.com/open?id=1ZPQu9iAMdgTKhXDVfD2RyZX8jH1qIZTVoOOBjIE1vb8

https://drive.google.com/open?id=1tPkXKWH8RXDh0o_RhiPVBrSFEorFaUod

https://drive.google.com/open?id=1ZPQu9iAMdgTKhXDVfD2RyZX8jH1qIZTVoOOBjIE1vb8


Appendix B

Survey Two

Approximately how long ago did you complete the eVA Overview Course?

• One Month

• Two Months

• Three Months

• Four Months

• Five Months

• Six Months

What is your age?

• 18 - 29

• 30 - 39

• 40 - 49

• 50 - 59

• 60 - 69

• 70+

Which job aid did you use?

• The printable job aid

• The digital job aid

How frequently did you use the job aid?

• Never

• Once

• Twice


• Three times

• Four Times

• Five or more times

Did the job aid assist you with using eVA in your workplace?

• A great deal

• A lot

• A moderate amount

• A little

• None at all

How did the job aid assist you with the transfer of the eVA Overview training into using

eVA in your workplace?

• Rank these components of training from most preferred to least preferred for the type of

training you get at work.

• Being away from my desk and distractions while learning

• Real-time feedback

• Having an engaged instructor

• Not being overloaded with too much information at once

• An authentic learning environment

• Being able to self-direct the learning experience

• Being able to see the practical relevance

• Being able to access content and information easily and when needed

• Total length of the training

• Having performance support tools, such as job aids


Appendix C

Identification of Investigators & Purpose of Study

You are being asked to participate in a research study conducted by Dean Stubbs from James

Madison University. The purpose of this study is to determine the impact of job aids on the

transfer of learning in the workplace along with preferred characteristics of training. This study

will contribute to the researcher’s completion of his master’s thesis.

Research Procedures

This study consists of two online surveys that will be administered to individual participants

through email using Qualtrics, an online survey tool). The second survey will be sent out in

approximately one week after the first one. You will be asked to provide answers to a series of

questions related to determining the impact of job aids on the transfer of learning and the preferred

characteristics of training.

Time Required

Participation in this study will require 10 - 20 minutes of your time for both surveys.

Risks

The investigator does not perceive more than minimal risks from your involvement in this study

(that is, no risks beyond the risks associated with everyday life).

Benefits

Potential benefits from participation in this study include the improved design of future trainings.

Confidentiality

The results of this research will be presented to the eVA stakeholders at JMU and in Richmond.

While individual responses are anonymously obtained and recorded online through the Qualtrics,

data is kept in the strictest confidence. No identifiable information will be collected from the

participant and no identifiable responses will be presented in the final form of this study. All data

will be stored in a secure location only accessible to the researcher. The researcher retains the right

to use and publish non-identifiable data. At the end of the study, all records will be destroyed.

Final aggregate results will be made available to participants upon request.

Participation & Withdrawal

Your participation is entirely voluntary. You are free to choose not to participate. Should you

choose to participate, you can withdraw at any time without consequences of any kind.

However, once your responses have been submitted and anonymously recorded you will not be

able to withdraw from the study.

Questions about the Study


If you have questions or concerns during the time of your participation in this study, or after its

completion or you would like to receive a copy of the final aggregate results of this study, please

contact:

Researcher’s Name: Dean Stubbs Advisor’s Name: Dr. Cheryl Beverly

Educational Technology Learning, Technology, and Leadership Education

James Madison University James Madison University

[email protected] (540) 568-6262

[email protected]

Questions about Your Rights as a Research Subject

Dr. Taimi Castle

Chair, Institutional Review Board

James Madison University

(540) 568-5929

[email protected]

Giving of Consent

I have been given the opportunity to ask questions about this study. I have read this consent and I

understand what is being requested of me as a participant in this study. I certify that I am at least

18 years of age. By clicking on the link below, and completing and submitting this anonymous

survey, I am consenting to participate in this research.

LINK TO SURVEY

_______Dean Stubbs_______ ___2/##/2020____

Name of Researcher Date

This study has been approved by the IRB, protocol # .

mailto:[email protected]



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