Glossary C

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Glossary C

Capability benchmarks

Standards or benchmarks that define the level of skill or knowledge required for a particular job or role.

  • Knowledge vs Skill Training Objectives (Setting Goals)

    • Captured value

    The value that an individual or organization gains from investing in professional development activities.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)

    • Career advancement

    The process of moving forward in one’s career through promotions, skill development, and increased responsibilities.

  • Individual vs Group Evaluation (Assessing Performance)
  • Training ROI vs ROE (Financial vs Educational)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Career advancement pathways

    The various routes an individual can take to advance their career within an organization.

  • Training Needs: Current vs Future (Strategic Evaluation)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Career development plan

    A structured plan that outlines an individual’s career goals and the steps they will take to achieve them.

  • Individual vs Group Evaluation (Assessing Performance)

    • Career pathing

    The process of planning and developing a career path within an organization.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Career Path Mapping

    A visual representation of the steps and milestones required to achieve career goals.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Case studies

    In-depth analysis of a specific situation or problem to identify solutions and best practices.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Case study research

    A research method that involves in-depth analysis of a particular case or situation.

  • Training Evaluation: Quantitative vs Qualitative Data (Choosing Methods)

    • Causal inference

    The process of determining the cause-and-effect relationship between variables.

  • Evaluation Design: Experimental vs Non-experimental (Research Methods)

    • Celebrating milestones

    Recognizing and celebrating achievements and progress towards goals.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Challenging benchmarks

    Goals or objectives that are difficult to achieve but are still attainable.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Change management plan

    A plan for managing and implementing changes within an organization.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Change management strategies

    Strategies used to manage and implement organizational change.

  • Custom vs Standard Evaluation Forms (Choosing Tools)
  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Checklists

    A list of tasks or items that need to be completed or reviewed.

  • Criterion-referenced vs Norm-referenced Evaluation (Assessment Types)

    • Choosing methods

    The process of selecting the most appropriate training and development methods for a particular job or role.

  • Training Evaluation: Quantitative vs Qualitative Data (Choosing Methods)

    • Chunking information

    Breaking down complex information into smaller, more manageable chunks to aid in learning and retention.

  • Training Effectiveness vs Efficiency (Understanding Impact)

    • Clarity

    The quality of being clear and easily understood.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Classroom training

    A training approach that takes place in a traditional classroom setting.

  • Formal vs Informal Training Evaluation (Choosing Approach)
  • Training Effectiveness vs Efficiency (Understanding Impact)

    • Clear communication and collaboration among team members

    Ensuring that all team members are on the same page and working towards the same goals.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Clear communication channels between evaluators and stakeholders

    Establishing effective communication channels to facilitate the evaluation process.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Clear communication of evaluation goals and methods

    Ensuring that all stakeholders understand the purpose and methods of the evaluation.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Clear expectations

    Clearly defined goals and objectives that are communicated to all stakeholders.

  • Criterion-referenced vs Norm-referenced Evaluation (Assessment Types)

    • Closed-ended questions

    Questions that require a specific answer, such as yes or no.

  • Training Evaluation: Quantitative vs Qualitative Data (Choosing Methods)

    • Cluster analysis

    A statistical method used to group data based on similarities.

  • Training Evaluation: Quantitative vs Qualitative Data (Choosing Methods)

    • Coaching and mentoring

    The process of providing guidance and support to individuals in developing specific skills and knowledge required for a job or role.

  • Formal vs Informal Training Evaluation (Choosing Approach)
  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Training Needs: Current vs Future (Strategic Evaluation)

    • Coaching and mentoring program

    A structured program that provides guidance and support to individuals in their professional development through one-on-one coaching or mentoring relationships.

  • Training Transfer vs Training Retention (Achieving Outcomes)
  • Individual vs Group Evaluation (Assessing Performance)

    • Code of conduct

    A set of rules and guidelines that govern the behavior of individuals within an organization.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Coding schemes

    A system of categorizing and organizing data for analysis.

  • Training Evaluation: Quantitative vs Qualitative Data (Choosing Methods)

    • Cognitive development

    The process of acquiring and improving cognitive skills and knowledge.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)
  • Behavioral vs Cognitive Objectives (Training Focus)

    • Cognitive dissonance

    The mental discomfort experienced when holding two conflicting beliefs or values.

  • 360-degree Feedback vs Self-evaluation (Sources of Input)

    • Cognitive learning theory

    A theory that explains how individuals acquire and process knowledge and skills through mental processes such as perception, memory, and reasoning.

  • Knowledge vs Skill Training Objectives (Setting Goals)

    • Cognitive load theory

    A theory that explains how the brain processes and retains information.

  • Long-term vs Short-term Training Goals (Setting Objectives)
  • Training Effectiveness vs Efficiency (Understanding Impact)

    • Cognitive objectives

    Specific goals that focus on developing an individual’s cognitive skills and knowledge.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Cognitive recall

    The ability to retrieve information from memory.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Cognitive restructuring

    The process of changing an individual’s thought patterns to improve their mental health and well-being.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Cognitive skills

    Mental abilities that enable an individual to process and understand information.

  • Behavioral vs Cognitive Objectives (Training Focus)
  • Performance Metrics vs Learning Metrics (Measurement in Training)
  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Collaboration with key stakeholders throughout the evaluation process

    Involving important stakeholders in the evaluation process to ensure their needs are met.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Collaboration with stakeholders outside the organization, such as customers or suppliers

    Working with external parties to achieve common goals.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Collaborative evaluation

    A process of evaluating an individual’s performance that involves input and feedback from multiple sources, such as peers, managers, and subordinates.

  • Individual vs Group Evaluation (Assessing Performance)

    • Collective goals

    Goals that are shared and worked towards by a group or team of individuals.

  • Individual vs Group Evaluation (Assessing Performance)

    • Collective rating

    A method of evaluating an individual’s performance based on feedback from multiple sources, such as peers, managers, and subordinates.

  • Individual vs Group Evaluation (Assessing Performance)

    • Commitment

    A pledge or promise to achieve a specific goal or objective.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Communication

    The exchange of information and ideas between individuals or groups.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Communication plan

    A detailed outline of how information will be shared and disseminated among stakeholders.

  • Custom vs Standard Evaluation Forms (Choosing Tools)

    • Communication strategies

    Plans and methods used to effectively convey information and ideas to others.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Comparative analysis

    The process of comparing and contrasting data or information to identify similarities and differences.

  • Custom vs Standard Evaluation Forms (Choosing Tools)
  • Baseline vs Follow-up Evaluation (Measurement Timing)
  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Comparative analysis method

    A method of evaluating an individual’s performance by comparing it to the performance of others in similar roles or positions.

  • Individual vs Group Evaluation (Assessing Performance)

    • Competency acquisition maintenance

    The process of maintaining and improving an individual’s skills and knowledge required for a job or role.

  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Competency assessment

    An evaluation method that measures an individual’s proficiency in specific skills and knowledge required for a job or role.

  • Self-assessment vs External Evaluation (Validity in Training)
  • Individual vs Group Evaluation (Assessing Performance)
  • Pre-training vs Post-training Assessments (Timing Importance)
  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Competency Assessment Methods

    Techniques used to evaluate an individual’s skills and abilities.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Competency-based assessment

    An evaluation method that measures an individual’s ability to perform specific tasks or skills required for a job or role.

  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Competency-based education

    An approach to education that focuses on developing specific skills, knowledge, and competencies required for a particular profession or industry.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)
  • Knowledge vs Skill Training Objectives (Setting Goals)

    • Competency-based interviews

    Interviews that assess a candidate’s skills and abilities based on specific competencies.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Competency-based training

    A training approach that focuses on developing specific skills and knowledge required for a particular job or role.

  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)
  • Knowledge vs Skill Training Objectives (Setting Goals)
  • Behavioral vs Cognitive Objectives (Training Focus)
  • Long-term vs Short-term Training Goals (Setting Objectives)
  • Training ROI vs ROE (Financial vs Educational)

    • Competency Development Review

    A performance review process that focuses on an individual’s progress in developing specific skills and knowledge required for a job or role.

  • Pre-training vs Post-training Assessments (Timing Importance)

    • Competency framework design

    The process of creating a structured framework that outlines the specific skills and knowledge required for a job or role.

  • Pre-training vs Post-training Assessments (Timing Importance)

    • Competency frameworks

    A set of standards or criteria used to define and measure the knowledge, skills, and abilities required for a particular profession or role.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Competency improvement

    The process of enhancing an individual’s skills and knowledge required for a job or role.

  • Training ROI vs ROE (Financial vs Educational)

    • Competency levels

    The degree of proficiency or mastery in a particular skill or ability.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Competency mapping

    The process of identifying and analyzing the skills and knowledge required for a particular job or role.

  • Benchmarks vs Targets in Training (Setting Standards)
  • Knowledge vs Skill Training Objectives (Setting Goals)
  • Training Needs: Current vs Future (Strategic Evaluation)

    • Competency targets

    Specific skills or knowledge areas that an individual aims to develop or improve upon in their professional development.

  • Knowledge vs Skill Training Objectives (Setting Goals)

    • Competency Tracking

    The process of monitoring and recording an individual’s progress in developing specific skills and knowledge required for a job or role.

  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Competitive advantage

    A unique advantage that sets a company apart from its competitors.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Compliance metrics

    Quantitative measures used to assess the level of adherence to laws, regulations, and standards.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)

    • Compliance with regulations

    The adherence to laws, regulations, and ethical standards governing professional conduct and practice.

  • Custom vs Standard Evaluation Forms (Choosing Tools)

    • Conclusion validity

    The degree to which conclusions drawn from a study are accurate and can be generalized to other populations or situations.

  • Evaluation Design: Experimental vs Non-experimental (Research Methods)

    • Confidence

    A belief in one’s abilities, skills, and knowledge.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Confidence intervals

    A range of values that is likely to contain the true value of a population parameter with a certain level of confidence.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Confidentiality

    The obligation to protect sensitive or confidential information from unauthorized disclosure.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Confirmation bias

    The tendency to favor information that confirms preexisting beliefs or assumptions.

  • 360-degree Feedback vs Self-evaluation (Sources of Input)

    • Conflict of interest

    A situation in which personal or financial interests may influence professional judgment or decision-making.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Conflict resolution techniques

    Strategies and methods used to resolve conflicts and disagreements in a constructive and respectful manner.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Confounding variables

    Variables that can influence the outcome of a study but are not being studied.

  • Evaluation Design: Experimental vs Non-experimental (Research Methods)

    • Consistency

    The quality of being reliable and uniform in performance or behavior.

  • 360-degree Feedback vs Self-evaluation (Sources of Input)
  • Realistic vs Stretch Objectives (Setting Goals)

    • Consistency in data collection and analysis

    The practice of using consistent methods and procedures when collecting and analyzing data to ensure accuracy and reliability.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Consistency in grading

    The practice of applying consistent and fair standards when evaluating performance or achievement.

  • Criterion-referenced vs Norm-referenced Evaluation (Assessment Types)

    • Consistency in training

    The degree to which training programs are standardized and consistent across participants and trainers.

  • Long-term vs Short-term Training Goals (Setting Objectives)

    • Consumer behavior

    The actions and decisions made by individuals or groups when purchasing goods or services.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)

    • Content analysis

    A research method used to analyze and interpret the content of written or spoken communication.

  • Training Evaluation: Quantitative vs Qualitative Data (Choosing Methods)

    • Continuous improvement

    The ongoing process of identifying and implementing improvements in processes, products, or services.

  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)
  • Qualitative vs Quantitative Objectives (Setting Outcomes)
  • Formal vs Informal Training Evaluation (Choosing Approach)
  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)
  • Long-term vs Short-term Training Goals (Setting Objectives)

    • Continuous improvement mindset

    A mindset that values ongoing learning, growth, and improvement.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Continuous improvement processes

    A systematic approach to identify and implement improvements in a process or system.

  • Benchmarks vs Targets in Training (Setting Standards)
  • Formal vs Informal Training Evaluation (Choosing Approach)
  • Qualitative vs Quantitative Objectives (Setting Outcomes)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Continuous improvement strategies for evaluation processes

    Methods and techniques used to continually improve the effectiveness and efficiency of evaluation processes.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Continuous improvement through feedback mechanisms

    The process of using feedback to identify areas for improvement and make ongoing adjustments to professional development efforts.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Continuous learning

    The ongoing process of acquiring new knowledge, skills, and abilities.

  • Pre-training vs Post-training Assessments (Timing Importance)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Continuous learning culture

    An organizational culture that values and supports ongoing learning and development.

  • Pre-training vs Post-training Assessments (Timing Importance)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Continuous Learning Monitoring

    The ongoing process of tracking and evaluating learning outcomes to inform continuous improvement.

  • Pre-training vs Post-training Assessments (Timing Importance)

    • Continuous performance management

    A process of ongoing feedback and coaching to improve employee performance.

  • 360-degree Feedback vs Self-evaluation (Sources of Input)

    • Control group

    A group of participants in a study that does not receive the intervention or treatment being tested.

  • Baseline vs Follow-up Evaluation (Measurement Timing)
  • Evaluation Design: Experimental vs Non-experimental (Research Methods)
  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Corrective action plans

    A plan to address and resolve issues or problems in a systematic way.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Correlation analysis

    A statistical method used to determine the relationship between two variables.

  • Training Evaluation: Quantitative vs Qualitative Data (Choosing Methods)

    • Correlation coefficients

    A statistical measure of the strength and direction of the relationship between two variables.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Cost-benefit analysis

    A method of evaluating the costs and benefits of different interventions or programs.

  • Custom vs Standard Evaluation Forms (Choosing Tools)
  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)
  • Training ROI vs ROE (Financial vs Educational)
  • Qualitative vs Quantitative Objectives (Setting Outcomes)
  • Formal vs Informal Training Evaluation (Choosing Approach)
  • In-house vs External Evaluation (Choosing Evaluators)
  • Performance Metrics vs Learning Metrics (Measurement in Training)
  • Reaction vs Learning Evaluation (Levels of Assessment)
  • Training Effectiveness vs Efficiency (Understanding Impact)

    • Cost-effectiveness

    The degree to which an intervention or program achieves its goals relative to its cost.

  • Custom vs Standard Evaluation Forms (Choosing Tools)
  • In-house vs External Evaluation (Choosing Evaluators)
  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)
  • Self-assessment vs External Evaluation (Validity in Training)

    • Cost-effectiveness analysis

    A method of evaluating the efficiency of a program or intervention by comparing the costs and benefits of different options.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)

    • Cost-effectiveness comparison

    A method of evaluating the relative costs and benefits of different interventions or programs.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Cost reduction

    The process of decreasing expenses to increase profitability.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Cost savings

    The reduction in costs achieved by implementing an intervention or program.

  • Training ROI vs ROE (Financial vs Educational)

    • Counterbalancing

    A research design technique that controls for order effects by varying the order of treatments across participants.

  • Evaluation Design: Experimental vs Non-experimental (Research Methods)

    • Creative thinking

    The ability to generate new and innovative ideas and solutions.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Credibility

    The degree to which a person or organization is perceived as trustworthy, reliable, and competent.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Criterion-referenced evaluation

    An assessment method that measures performance against predetermined criteria or standards.

  • Criterion-referenced vs Norm-referenced Evaluation (Assessment Types)

    • Criterion-referenced testing

    An assessment method that measures a student’s performance against a set of predetermined criteria.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Critical thinking

    The process of analyzing, evaluating, and synthesizing information to make informed decisions.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Critical thinking skills

    The ability to analyze, evaluate, and synthesize information to make informed decisions.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Crossover design

    A research design that involves participants receiving multiple treatments in a randomized order.

  • Evaluation Design: Experimental vs Non-experimental (Research Methods)

    • Cultural sensitivity training

    Education and training designed to increase awareness and understanding of different cultures and promote respectful and inclusive behavior.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Curriculum alignment

    The process of ensuring that the curriculum is consistent with the educational goals and standards.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)

    • Curriculum design

    The process of planning and organizing the content, structure, and delivery of educational programs.

  • Behavioral vs Cognitive Objectives (Training Focus)
  • Knowledge vs Skill Training Objectives (Setting Goals)
  • Long-term vs Short-term Training Goals (Setting Objectives)

    • Curriculum development

    The process of creating educational materials and programs to meet specific learning objectives.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)
  • Knowledge vs Skill Training Objectives (Setting Goals)
  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)

    • Curriculum evaluation

    The process of assessing the effectiveness and relevance of a curriculum in achieving its intended goals.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)

    • Curriculum mapping

    The process of aligning educational goals and objectives with instructional activities and assessments.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)
  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Customer engagement

    The level of interaction and involvement between a customer and a brand or organization.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)

    • Customer satisfaction

    The degree to which customers are pleased with a product or service.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)
  • Qualitative vs Quantitative Objectives (Setting Outcomes)
  • Training ROI vs ROE (Financial vs Educational)

    • Customer satisfaction index (CSI)

    A metric used to measure overall customer satisfaction.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Customer satisfaction metrics

    Measures used to assess customer satisfaction with a product or service.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Customization

    The ability to tailor professional development activities to meet individual needs and preferences.

  • Custom vs Standard Evaluation Forms (Choosing Tools)