Glossary I

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Glossary I

Illusory superiority

The tendency to overestimate one’s abilities or performance relative to others.

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

    • Impact assessment

    A process for evaluating the social, economic, and environmental impacts of a project or program.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)
  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Baseline vs Follow-up Evaluation (Measurement Timing)

    • Impact assessment tools

    Methods for evaluating the effectiveness and impact of professional development initiatives.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Impact measurement

    The process of assessing the effects or outcomes of a program or initiative.

  • Performance Metrics vs Learning Metrics (Measurement in Training)
  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Impact on learning evaluation

    The effect of a program or initiative on the evaluation of learning outcomes.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Impartiality

    Fairness and lack of bias in the evaluation process.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Implementation Plan

    A detailed plan outlining the steps and resources needed to achieve professional development goals.

  • Custom vs Standard Evaluation Forms (Choosing Tools)

    • Impression management

    The conscious or unconscious effort to control the perception others have of oneself.

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

    • Improved communication skills among employees

    Enhanced ability to effectively exchange information and ideas among coworkers.

  • Training ROI vs ROE (Financial vs Educational)

    • Improved employee retention rates

    Increased likelihood of employees staying with an organization.

  • Training ROI vs ROE (Financial vs Educational)

    • Improved outcomes

    Positive results or achievements.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Improvement

    The overall goal of professional development to improve skills, knowledge, and performance.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Improvement in student learning

    The goal of professional development for educators to improve student learning outcomes.

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

    • Improvement Objectives Definition

    The process of defining specific goals and objectives for professional development.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Inability to identify specific areas for improvement

    Difficulty in pinpointing specific areas that need improvement.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Inadequate documentation for legal or regulatory purposes

    Insufficient record-keeping or documentation that does not meet legal or regulatory requirements.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Incentive structures

    Rewards or benefits offered to employees for achieving their professional development goals.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Inclusion of diverse perspectives in the evaluation process

    Incorporating feedback and perspectives from individuals with different backgrounds and experiences in the evaluation process.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Inconsistency

    Lack of uniformity or reliability in results or processes.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Increased adaptability to change within the organization

    The ability to adjust and respond to changes in the workplace.

  • Training ROI vs ROE (Financial vs Educational)

    • Increased productivity

    Improved efficiency and output in work or tasks.

  • Training ROI vs ROE (Financial vs Educational)

    • Independence

    The ability for an employee to pursue their professional development goals without interference or bias.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Independent review of evaluations by third-party experts

    Having an outside expert review and provide feedback on employee evaluations.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Independent variable

    The variable that is manipulated or controlled in a study to determine its effect on the dependent variable.

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

    • Indirect costs

    Costs associated with a program or initiative that are not directly related to its implementation, such as lost productivity.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Individual progress tracking

    Monitoring and recording an employee’s progress towards their professional development goals.

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

    • Industry standards

    Established benchmarks or best practices within a particular industry or field.

  • Baseline vs Follow-up Evaluation (Measurement Timing)
  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Inferential statistics

    Statistical methods used to make inferences about a population based on a sample.

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

    • Informal approach

    A flexible and self-directed approach to professional development.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Informal approach drawbacks

    Limitations of using informal methods for professional development, such as lack of structure or accountability.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Information processing

    The cognitive processes involved in receiving, interpreting, and responding to information.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • In-house evaluator

    An individual or team within a company responsible for evaluating employee performance and development.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Initial assessment

    An evaluation conducted at the beginning of a program or intervention to establish a baseline of knowledge or skills.

  • Baseline vs Follow-up Evaluation (Measurement Timing)

    • Input-output measures

    Metrics used to evaluate the efficiency of a process or system.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)

    • Instructional design

    The process of creating effective and efficient learning experiences.

  • Behavioral vs Cognitive Objectives (Training Focus)
  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)
  • Knowledge vs Skill Training Objectives (Setting Goals)
  • Learning Outcomes: Expected vs Achieved (Comparing Results)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Instrumentation effect

    Changes in the measurement instrument or process that affect the results of a study.

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

    • Insufficient feedback from participants and stakeholders

    A lack of input or response from those involved in a program or initiative.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Intangible benefits

    Benefits that cannot be easily quantified or measured, such as improved morale or job satisfaction.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Interdependence

    The relationship between two or more things that depend on each other.

  • Individual vs Group Evaluation (Assessing Performance)

    • Internal rate of return (IRR)

    A financial calculation that determines the rate of return on an investment.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Internal validity

    The extent to which a study accurately measures the relationship between variables without the influence of extraneous factors.

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

    • Interrupted time series design

    A research design that involves measuring a variable over time, with an intervention or event occurring at a specific point in time.

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

    • Interviews

    A method of gathering information through direct conversation with individuals or groups.

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

    • Intrinsic value

    The inherent value of something, independent of its market value.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)

    • Investment efficiency

    The effectiveness of an investment in terms of the return on investment.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)

    • Investment return

    The profit or loss made on an investment, typically expressed as a percentage of the initial investment.

  • Training ROI vs ROE (Financial vs Educational)

    • Iterative process

    A process that involves repeating a series of steps or actions to continuously improve and refine a product or process.

  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)