Glossary L

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Glossary L

Lack of accountability for trainers and trainees

The absence of clear expectations and consequences for trainers and trainees to ensure they are meeting their learning and development goals.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Lack of comparability between evaluations

    The absence of a standardized method for evaluating the effectiveness of learning and development programs, making it difficult to compare results across different programs.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Leadership development

    Programs and activities designed to enhance the leadership skills and abilities of individuals within an organization.

  • Training Needs: Current vs Future (Strategic Evaluation)
  • Training ROI vs ROE (Financial vs Educational)

    • Leading vs lagging indicators

    Indicators that predict future performance versus those that measure past performance.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Learner-centered approach

    An approach to education that focuses on the needs and interests of the learner.

  • Training Effectiveness vs Efficiency (Understanding Impact)

    • Learning analytics

    The use of data analysis to measure the effectiveness of learning and development programs and identify areas for improvement.

  • Performance Metrics vs Learning Metrics (Measurement in Training)
  • Reaction vs Learning Evaluation (Levels of Assessment)
  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Learning and Development (L&D) programs

    Programs designed to improve the knowledge, skills, and abilities of employees to enhance their job performance and career development.

  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Learning and development programs

    Formal training programs designed to enhance the knowledge and skills of employees and improve their job performance.

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

    • Learning and development strategy

    A plan outlining the goals, objectives, and methods for improving the knowledge and skills of employees within an organization.

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

    • Learning assessment

    The process of evaluating an individual’s knowledge or skills to determine their level of understanding and identify areas for improvement.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Learning culture

    The values, beliefs, and practices that support and promote continuous learning and development within an organization or community.

  • Training ROI vs ROE (Financial vs Educational)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Learning evaluation

    The process of assessing the effectiveness of learning and development programs and activities.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Learning goals

    The specific outcomes or achievements that an individual aims to accomplish through learning and development activities.

  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)

    • Learning integration endurance

    The ability to sustain and apply learning over time, even in the face of changing circumstances and challenges.

  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Learning level

    The degree of proficiency or expertise an individual has in a particular area of knowledge or skill.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Learning level evaluation

    The process of assessing an individual’s level of knowledge and skill in a particular area.

  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Learning management system (LMS)

    A software application used to manage and deliver online training and education.

  • Benchmarks vs Targets in Training (Setting Standards)
  • Training Effectiveness vs Efficiency (Understanding Impact)

    • Learning metrics

    Quantitative measures used to evaluate the effectiveness of learning and development programs.

  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Learning objectives

    Specific, measurable goals that are set for learning and development activities.

  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)
  • Benchmarks vs Targets in Training (Setting Standards)
  • Learning Outcomes: Expected vs Achieved (Comparing Results)
  • Criterion-referenced vs Norm-referenced Evaluation (Assessment Types)
  • Performance Metrics vs Learning Metrics (Measurement in Training)
  • Pre-training vs Post-training Assessments (Timing Importance)
  • Reaction vs Learning Evaluation (Levels of Assessment)
  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Learning Objectives Alignment

    The process of aligning an individual’s learning objectives with the goals and objectives of an organization.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Learning outcomes

    The specific knowledge, skills, and abilities that an individual is expected to acquire as a result of learning and development activities.

  • Behavioral vs Cognitive Objectives (Training Focus)
  • Knowledge vs Skill Training Objectives (Setting Goals)
  • Training ROI vs ROE (Financial vs Educational)
  • Performance Metrics vs Learning Metrics (Measurement in Training)
  • Pre-training vs Post-training Assessments (Timing Importance)
  • Self-assessment vs External Evaluation (Validity in Training)
  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Formal vs Informal Training Evaluation (Choosing Approach)
  • Learning Outcomes: Expected vs Achieved (Comparing Results)
  • Long-term vs Short-term Training Goals (Setting Objectives)
  • Reaction vs Learning Evaluation (Levels of Assessment)
  • Training Evaluation: Quantitative vs Qualitative Data (Choosing Methods)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Learning Outcomes Monitoring

    The process of tracking and evaluating the effectiveness of learning and development initiatives.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Learning Progression Tracking

    The process of monitoring and evaluating an individual’s progress in learning and development over time.

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

    • Learning rate

    The speed at which an individual acquires new knowledge and skills.

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

    • Learning strategies

    Techniques and methods used to enhance learning and improve retention of information.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Learning transfer

    The process of applying knowledge and skills learned in training to the workplace.

  • Knowledge vs Skill Training Objectives (Setting Goals)
  • Pre-training vs Post-training Assessments (Timing Importance)
  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Learning transferability

    The ability to apply knowledge and skills learned in one context to new situations and settings.

  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)
  • Pre-training vs Post-training Assessments (Timing Importance)

    • Learning transfer success

    The degree to which learning is successfully applied in the workplace and leads to improved performance and outcomes.

  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Learning transfer system inventory (LTSI)

    A tool used to assess the factors that influence the transfer of learning from training to the workplace.

  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Legal compliance requirements

    The legal requirements that must be met when conducting an evaluation.

  • Custom vs Standard Evaluation Forms (Choosing Tools)

    • Legal considerations

    The legal requirements and regulations that must be considered when conducting an evaluation.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Level of independence needed

    The degree to which an individual can work independently to achieve their goals.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Levels of assessment

    The different stages or levels of evaluation used to measure learning outcomes and progress.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Likert scales

    A type of rating scale used in surveys and questionnaires to measure attitudes and opinions on a range of topics.

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

    • Limited data collection methods

    The use of a restricted set of methods to collect data in research studies, which may limit the scope and accuracy of the findings.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Logical reasoning

    The ability to use reasoning and critical thinking skills to solve problems and make decisions based on evidence and sound arguments.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Longitudinal study

    A study that follows participants over an extended period of time.

  • Baseline vs Follow-up Evaluation (Measurement Timing)

    • Longitudinal study design

    A research design that follows participants over an extended period of time.

  • Baseline vs Follow-up Evaluation (Measurement Timing)

    • Long-term goals

    Goals that are set for a significant period of time, typically several years or more, and require sustained effort and commitment to achieve.

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

    • Long-term impact

    The lasting effects of learning and development on an individual’s personal and professional life.

  • Reaction vs Learning Evaluation (Levels of Assessment)