Glossary S

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Glossary S

Sales growth

The increase in revenue generated by a company’s sales over a period of time.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Sample size/power analysis

    The process of determining the appropriate sample size for a research study to ensure statistical power.

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

    • Sampling techniques

    Methods used to select a representative sample of a population for research purposes.

  • Baseline vs Follow-up Evaluation (Measurement Timing)

    • Scalability of implementation

    The ability to expand or adjust a plan or program to accommodate growth or changing needs.

  • Custom vs Standard Evaluation Forms (Choosing Tools)

    • Scope of work required

    Description of the tasks, responsibilities, and deliverables required for a project or job.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Scoring guides

    Criteria and standards used to evaluate performance or achievement.

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

    • Selection bias

    A bias that occurs when the sample of participants in a study is not representative of the population being studied.

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

    • Self-assessment

    The process of evaluating one’s own skills, knowledge, and performance.

  • Individual vs Group Evaluation (Assessing Performance)
  • Performance Metrics vs Learning Metrics (Measurement in Training)
  • Self-assessment vs External Evaluation (Validity in Training)
  • Benchmarks vs Targets in Training (Setting Standards)
  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Self-assessment bias

    The tendency for self-assessment to be influenced by personal biases and perceptions.

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

    • Self-assessment tools

    Instruments used to evaluate one’s own skills, abilities, and performance.

  • Benchmarks vs Targets in Training (Setting Standards)
  • Individual vs Group Evaluation (Assessing Performance)

    • Self-awareness

    The ability to recognize and understand one’s own emotions, strengths, and weaknesses.

  • Individual vs Group Evaluation (Assessing Performance)
  • Realistic vs Stretch Objectives (Setting Goals)

    • Self-efficacy beliefs

    An individual’s belief in their ability to successfully perform a task or achieve a goal.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Self-enhancement

    The tendency to view oneself in a positive light and seek validation of one’s abilities.

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

    • Self-esteem

    Confidence and belief in one’s own abilities and worth.

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

    • Self-evaluation

    Assessment of one’s own skills, abilities, and performance.

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

    • Self-evaluation reliability

    The degree to which an individual’s self-assessment accurately reflects their abilities and performance.

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

    • Self-reflection exercises

    Exercises that encourage individuals to reflect on their own thoughts, feelings, and behaviors.

  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Self-regulated learning

    The process of taking control of one’s own learning through goal-setting, self-monitoring, and self-evaluation.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Self-serving bias

    The tendency to attribute success to personal factors and failure to external factors.

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

    • Short-term goals

    Goals that can be achieved within a relatively short period of time, usually less than a year.

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

    • Simulation-based training

    Training that uses simulations to replicate real-world scenarios and provide hands-on experience.

  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Simulation exercises

    Exercises that replicate real-world scenarios to provide hands-on experience and training.

  • Benchmarks vs Targets in Training (Setting Standards)
  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Single-blind design

    A research design in which the participants are unaware of which group they are in (control or experimental).

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

    • Single-blind study

    A research study in which the participants are unaware of which group they are in (control or experimental).

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

    • Skill acquisition

    The process of learning and acquiring new skills and knowledge.

  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Training ROI vs ROE (Financial vs Educational)
  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)
  • Reaction vs Learning Evaluation (Levels of Assessment)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Skill acquisition rate

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

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

    • Skill Assessment

    The process of evaluating an individual’s skills and knowledge to determine their strengths and weaknesses.

  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Skill-building initiatives

    Programs or activities designed to develop or improve specific skills.

  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Skill development

    The process of improving an individual’s skills and knowledge through training, education, and practice.

  • Knowledge vs Skill Training Objectives (Setting Goals)
  • Behavioral vs Cognitive Objectives (Training Focus)
  • Long-term vs Short-term Training Goals (Setting Objectives)
  • Pre-training vs Post-training Assessments (Timing Importance)
  • Training ROI vs ROE (Financial vs Educational)
  • Criterion-referenced vs Norm-referenced Evaluation (Assessment Types)
  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)
  • Individual vs Group Evaluation (Assessing Performance)
  • Performance Metrics vs Learning Metrics (Measurement in Training)
  • Self-assessment vs External Evaluation (Validity in Training)
  • Training Effectiveness vs Efficiency (Understanding Impact)
  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Skill Development Plan

    Plan for improving skills and knowledge in specific areas.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Skill gap analysis

    The process of identifying and analyzing the gaps in an individual’s skills and knowledge.

  • Behavioral vs Cognitive Objectives (Training Focus)
  • Benchmarks vs Targets in Training (Setting Standards)
  • Individual vs Group Evaluation (Assessing Performance)
  • Pre-training vs Post-training Assessments (Timing Importance)
  • Training Needs: Current vs Future (Strategic Evaluation)

    • Skill gaps

    The difference between the skills an individual currently possesses and the skills required for their job or career goals.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Skill Level Measurement

    Assessment of an individual’s proficiency in a particular skill or area of expertise.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Skill maintenance

    The process of practicing and reinforcing skills to prevent loss of proficiency over time.

  • Training Transfer vs Training Retention (Achieving Outcomes)

    • Skill mastery

    The level of proficiency achieved in a particular skill or area of expertise.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Skill Retention Evaluation

    An assessment of the ability to maintain and apply previously learned skills over time.

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

    • Skills gap analysis

    Assessment of the difference between current and desired skills within an organization.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Skills inventory

    A comprehensive list of an individual’s skills and abilities.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Skill tests

    Assessments used to measure proficiency or mastery of a specific skill or set of skills.

  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Skill training objectives

    Specific goals and outcomes for training programs designed to improve employee skills.

  • Knowledge vs Skill Training Objectives (Setting Goals)

    • Skill utilization persistence

    The ability to apply and maintain newly acquired skills over time.

  • Training Transfer vs Training Retention (Achieving Outcomes)

    • SMART objectives

    Goals that are Specific, Measurable, Achievable, Relevant, and Time-bound.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Social desirability bias

    The tendency to present oneself in a positive light in order to conform to social norms.

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

    • Social learning theory

    A theory that emphasizes the role of observation and modeling in learning and behavior.

  • Behavioral vs Cognitive Objectives (Training Focus)

    • Social loafing

    The tendency for individuals to exert less effort when working in a group than when working alone.

  • Individual vs Group Evaluation (Assessing Performance)

    • Soft skills training

    Development of interpersonal skills such as communication, teamwork, and leadership.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Sources of input

    The various channels through which feedback and guidance on professional development can be obtained.

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

    • Spaced repetition

    A learning technique that involves reviewing material at increasing intervals to improve retention.

  • Reaction vs Learning Evaluation (Levels of Assessment)
  • Training Effectiveness vs Efficiency (Understanding Impact)

    • Specificity

    Clarity and precision in defining goals, objectives, and criteria for evaluation.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Stakeholder engagement

    The process of involving stakeholders in decision-making and ensuring their needs and concerns are addressed.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)
  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Stakeholder involvement

    Active participation of stakeholders in planning and decision-making.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Stakeholder involvement importance

    The significance of engaging stakeholders in decision-making and program planning.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Stakeholder involvement planning

    Process of engaging stakeholders in planning and decision-making.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Standard deviation

    A measure of the variability or spread of a set of data from its mean.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Standard evaluation forms

    Pre-designed forms used to collect and evaluate data.

  • Custom vs Standard Evaluation Forms (Choosing Tools)

    • Standardization

    The process of establishing uniformity or consistency in a system or process.

  • Custom vs Standard Evaluation Forms (Choosing Tools)
  • Self-assessment vs External Evaluation (Validity in Training)

    • Standardization of evaluation processes

    Consistent application of evaluation criteria and procedures.

  • In-house vs External Evaluation (Choosing Evaluators)

    • Standardized testing approach

    Assessment method that uses uniform procedures and scoring to measure knowledge or skills.

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

    • Standardized tests

    Tests that are administered and scored in a consistent manner to ensure fairness and accuracy.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)

    • Standards-based assessments

    Evaluations based on established standards or benchmarks.

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

    • Standards-based grading

    A system of grading that assesses student performance against specific learning standards or objectives.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Starting point comparison

    A method of evaluating progress by comparing current performance to a baseline or starting point.

  • Baseline vs Follow-up Evaluation (Measurement Timing)

    • Statistical analysis

    The process of analyzing data using statistical methods to draw conclusions or make predictions.

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

    • Statistical analysis techniques

    Methods used to analyze data and test hypotheses using statistical models.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Statistical significance

    The likelihood that a result or finding is not due to chance but is instead a true effect.

  • Baseline vs Follow-up Evaluation (Measurement Timing)
  • Evaluation Design: Experimental vs Non-experimental (Research Methods)
  • Training Evaluation: Quantitative vs Qualitative Data (Choosing Methods)

    • Strategic planning

    The process of defining an organization’s long-term goals and developing a plan to achieve them.

  • Baseline vs Follow-up Evaluation (Measurement Timing)
  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)
  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Stretch objectives

    Goals that are challenging but achievable with effort and commitment.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Student achievement

    The level of success a student has reached in their academic pursuits.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)

    • Student-centered approach

    Teaching method that focuses on the needs and interests of individual students.

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

    • Student-centered learning

    An approach to education that prioritizes the needs and interests of individual students.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)

    • Student progress

    The growth and development of a student over time, often measured through assessments and evaluations.

  • Learning Outcomes: Expected vs Achieved (Comparing Results)

    • Subjective assessment

    The process of evaluating subjective factors such as attitudes, beliefs, and opinions.

  • Individual vs Group Evaluation (Assessing Performance)

    • Subjective assessment tools

    Tools used to evaluate subjective factors such as attitudes, beliefs, and opinions.

  • Intrinsic vs Extrinsic Evaluation Metrics (Capturing Value)

    • Subjective criteria

    Standards for evaluation that are based on personal opinions or judgments rather than objective criteria.

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

    • Subjective evaluation

    Assessment based on personal opinions and perceptions rather than objective criteria.

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

    • Subjective evaluation method

    Assessment based on personal opinions or judgments rather than objective criteria.

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

    • Subjective feedback

    Feedback that is based on personal opinions or interpretations rather than objective criteria.

  • Self-assessment vs External Evaluation (Validity in Training)

    • Subjective measurement tools

    Instruments used to assess subjective experiences or perceptions, such as attitudes or emotions.

  • Performance Metrics vs Learning Metrics (Measurement in Training)

    • Subjective opinions

    Personal beliefs or judgments that may influence decision-making or evaluation.

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

    • Subjectivity

    The presence of personal opinions, biases, or interpretations in the evaluation of data or information.

  • 360-degree Feedback vs Self-evaluation (Sources of Input)
  • Self-assessment vs External Evaluation (Validity in Training)

    • Subsequent review

    A follow-up evaluation of a program or intervention to assess its ongoing effectiveness.

  • Baseline vs Follow-up Evaluation (Measurement Timing)

    • Success

    Achievement of desired outcomes or goals.

  • Realistic vs Stretch Objectives (Setting Goals)

    • Success Criteria Identification

    Determination of the criteria for measuring success in professional development.

  • Benchmarks vs Targets in Training (Setting Standards)

    • Success factors analysis

    Examination of the key factors that contribute to success in professional development.

  • Qualitative vs Quantitative Objectives (Setting Outcomes)

    • Succession planning

    A process of identifying and developing potential leaders within an organization to ensure continuity of leadership.

  • Training Needs: Current vs Future (Strategic Evaluation)
  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Succession planning committee or task force

    Group responsible for developing and implementing a succession plan.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Succession Planning Strategy

    Plan for identifying and developing potential successors for key leadership positions.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Succession readiness assessment

    Evaluation of an organization’s readiness to fill key leadership positions in the event of a vacancy.

  • Training Needs: Current vs Future (Strategic Evaluation)

    • Success measurement

    The process of evaluating the effectiveness of a program or intervention in achieving its intended outcomes.

  • Baseline vs Follow-up Evaluation (Measurement Timing)

    • Summarative evaluation

    A process of assessing the overall effectiveness of a program or intervention.

  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Summative assessment

    An evaluation of learning at the end of a unit or course to determine mastery of content.

  • Performance Metrics vs Learning Metrics (Measurement in Training)
  • Learning Outcomes: Expected vs Achieved (Comparing Results)
  • Reaction vs Learning Evaluation (Levels of Assessment)

    • Summative evaluation

    An assessment of the effectiveness of a program or intervention at the end of its implementation.

  • Formative vs Summative Evaluation (Distinguishing Training Outcomes)

    • Survey research

    The systematic collection and analysis of data from a sample of individuals using surveys.

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

    • Survey research methods

    Techniques used to design and conduct surveys to collect data for research purposes.

  • Formal vs Informal Training Evaluation (Choosing Approach)

    • Surveys

    A method of gathering information from a sample of individuals through a set of questions.

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

    • Sustainability of training programs

    The ability of training programs to be maintained and continued over time.

  • Reaction vs Learning Evaluation (Levels of Assessment)