People work well together when they speak a common language and are familiar with the same concepts and terminology. Following are definitions for terms and abbreviations that are frequently used in instructional design, training, mentoring, competency mapping, and content development projects. It is our hope that this glossary will be useful to you. A Ability A natural aptitude - not usually developed through training or mentoring. The quality of being able to perform. A natural, innate quality that permits or facilitates marked achievement or accomplishment. Analysis The planned, structured, and focused investigation of a phenomenon in an effort to identify and study its component parts and the interrelationships between the various components. In the instructional systems design process, this inquiry is an early, critical step that allows for the generation of clear requirements for the intended training project. Analysis is the first of the quality assurance efforts included in the instructional systems design (ISD) process. Depending on the focus of the inquiry, one or more types of analyses can be conducted, either as a singular or a combined effort.   - Population analysis: Identify the characteristics of the learner population(s).    - Needs analysis: Outline the real and imagined needs (requests, requirements, problems, challenges) as justification of the development of the intended training product.    - Skills gap or performance analysis: Identify the difference between the learners' current performance and the desired performance (knowledge and skill levels).   - Content analysis: Outline the content (topics) that will be included in the training.    - Job analysis: Outline the learners' jobs and their associated roles and responsibilities. This information can be used to build a competency model.   - Task analysis: Identify the specific tasks associated with the various roles that an employee plays when appointed to a specific position (job).    - Resource analysis: Identify the resources required for the project.   - Risk analysis: Identify and consider factors that may jeopardize the success of the project. Outline strengths, possibilities, and constraints associated with the project. Analysis Report A document that outlines the results of an analysis effort. Andragogy A field of study that describes how adults learn. The term can also mean adults teaching other adults while the instructor serves largely as a facilitator and guide. In general, it refers to a learner-focused approach to lifelong learning. (See Pedagogy and Synergogy.) Animation Moving digital images on a computer screen. The illusion of movement is created through the display of a series of pictures (frames) on the computer screen. Animations can be passive or interactive.    - Passive animations function without or with very little user input. The user might be required to click on navigation buttons to move forward or backward through the various screens.    - Interactive animations on the other hand, allow the user to manipulate and alter the content of the animation. The user will be able to enter information into the program or make choices that will alter the content of the animation and/or change the direction of events on the screen. Answer Key Provides the correct response(s) for each assessment item as well as feedback to these correct and incorrect responses. Application In-context practice and experimentation with new knowledge and skills. Expert instructors provide frequent opportunity for hands-on experience during the training event to enable learners to readily use their newly acquired abilities when they return to their jobs. Assessment The appraisal, estimation, or measurement of a learner's mastery of the content (knowledge and skills) covered during a training event. Assessment is one of the four types of quality assurance efforts included in the instructional systems design (ISD) process. Assessment can be done in a variety of ways. We use exams, tests, presentations, interviews, labs/workshops, etc. to measure the extent to which a learner mastered the content (knowledge and skills) introduced during the learning event. Assessment corresponds to the second level of Kirkpatrick's four levels of evaluation: Mastery. (See Evaluation, Exercise, and Test.) Assessment Item A component of a test or exercise that is frequently referred to as a "test question." In reality, a test item consists of much more than just the question itself. A test item consists of three main parts:    - A question or directive.   - Correct and incorrect responses.   - Feedback to correct and incorrect responses. (See Test and Exercise.) Assessment Strategy A method, approach, or way in which we measure the degree to which learners are able to master new knowledge and skills and meet the corresponding instructional objectives. (See Strategy.) Asset A valued component that forms part of a training program, course, or module. For instance, we may refer to graphics or animations as multimedia assets or multimedia objects. Asset Management The organized, lifetime administration of valuable components that are archived and searched, retrieved, reused, or revised as needed. Asynchronous Events that occur at different times and are completed independently. Events, such as email messages or e-learning, that can be attended to at a person's convenience because they are not bound to any specific time. (See Synchronous.) Attitude A mental position, state of mind, or mindset that will affect the way an individual thinks, feels, and behaves. B Back Matter Concluding information about the training, such as the summary, glossary, references, and instructor contact information pages that are provided at the end of a training module or course. (See Front Matter.) Behaviorism A learning theory that holds that learning occurs in response to environmental stimuli. Desired behaviors are rewarded to encourage repetition. Most importantly, however, this approach allows for a focus on concrete, measurable behaviors as evidence of a learner's mastery of specific instructional objectives. (See Constructivism.) Benchmarking The process of comparing curricula, software, or programs and other organizational information with best practice programs. Blended Training See Training. Blog An Internet-based or online journal. Blogs can be personal or professional, informal or formal. Bloom's Taxonomy A classification system for educational objectives that consists of 3 domains (cognitive, affective, and psychomotor) that was developed from 1948 through 1956 by of educators under the direction of Benjamin Bloom. The cognitive domain of Bloom's Taxonomy is most often used and consists of six levels, arranged from lower to higher levels of complexity:    - 3 lower levels: knowledge, comprehension, and application.    - 3 higher levels: analysis, synthesis, and evaluation. We use Bloom's Taxonomy to develop instructional objectives and corresponding instructional strategies and assessment items. Bloom's Taxonomy provides active verbs that are used to write objectives that aim at the level of complexity that will best meet the learner's needs for a specific topic under specific circumstances. (See Objectives.) C Champion Every training program needs at least one advocate or champion to promote its cause. Champions are usually managers or experts in key positions who are willing to support and market the training program or course. Chat Chats are real-time (same-time), synchronous conversations that are conducted through written text on networked computers. Chat sessions (conversations) are done in software known as instant messaging tools or chat rooms. A growing number of courseware and online (web-based) instructional environments include chat rooms as a standard feature to encourage real-time, synchronous collaboration in the virtual classroom. Chunking The clustering, division, or sectioning of instructional content into meaningful parts or "modules' to:    - Enable learners to work through the content in focused sessions of approximately 20 to 30 minutes each.   - Facilitate easier and more efficient development and maintenance.   Classroom Training See Training. Clustering See Chunking. Coach A skilled individual who instructs, demonstrates, directs, and prompts less experienced individual in the development of desired skills and behaviors. (See Mentor.) Coaching A skilled and seasoned expert provides support, encouragement, and guidance in daily living, professional, and/or job-related skills. NOTE: In essence, the main difference between coaching and mentoring seems to be one of purpose and focus.    - Coaching is primarily concerned with the development of behaviors, skills and methods. Activities tend to be largely procedural and strategic by nature.    - Mentoring, on the other hand, also includes concepts and concerns itself with the transfer of both valuable knowledge and associated skills. Through explicit instruction, modeling, and example, the mentor transfers declarative, procedural, and strategic knowledge, both in explicit and tacit form, to the mentee. (See Mentoring and Knowledge) Collaboration The focused and purposeful synchronous and asynchronous communication, cooperation, and exchange of information and/or expertise between two or more individuals. Competency A behavior or skill-group, which is a combination of related knowledge, skills, and attitudes, that are required by a specific profession or field of expertise. Thus, associated with each job, are a number of competencies that describe how the job should be done when it is done well - excellently. Each employee's performance is measured against the standards that are set for each of these competencies. A core competency is an essential competency that applies to the organization as a whole. Core competencies are strategic factors in the success of the organization and its ability to maintain its competitive advantage. (See Skill.) Competency Levels / Skill Levels / Levels of Proficiency Levels of competency allow for the identification of the extent to which an individual has mastered a particular competency.   - Some organizations distinguish between 3 levels of competency:     i. Basic/Beginner; ii. Intermediate, and iii. Advanced/Expert.    - Other organizations may use 4 levels: i. Basic, ii. Intermediate, iii. Advanced, and iv. Superior.    - When still more definition is desired, organizations may use 5 levels: i. Aware; ii. Knowledgeable; iii. Skilled; iv. Advanced; v. Expert. (See Proficiency Levels) Competency Mapping The development of competency maps/models that will facilitate the integration of competencies into the organizational processes and workflows (such as performance evaluation, training, and recruiting) for improved employee performance and organizational productivity management. Competency Mapping Tools Most Learning Management Systems (LMS) and Content Learning Management Systems (LCMS) are able to associate competencies with organizational roles and responsibilities. Stand-alone competency mapping tools tend to be more robust and powerful. (See Competency Mapping.) Competency Model A collection of competencies (knowledge, skills, and attitudes) and standards of performance used to establish qualifications (requirements) for a specific job or role within a certain organization. Thus, an organization's competency model will identify, outline, and explain the relationships between competencies (behaviors) and the roles and responsibilities associated with the jobs (positions) in the organizational hierarchy. Concept A thought or notion. An abstract or general idea obtained from particular instances. Condition One of the four components of a well-written objective. Describes the context (circumstance and materials/resources) under which an objective will be measured - what the learner will be allowed to use / access during the assessment. Constraints Restrictions, difficulties, and any circumstance, shortage, or lack of resources that limit or restrict the potential and success of a project. Constructivism A learning theory that views learning as an active process of knowledge construction in which learners build on existent knowledge and experience to shape meaning and construct new knowledge. A constructivist approach advocates learner-directed activities and learning occurs primarily through exploration and experimentation. (See Behaviorism.) Content Everything included in a training course or module. The concepts (knowledge), skills (abilities), and attitudes that the will be covered during the training. Content Management System (CMS) A system that manages different types of content (or content objects). It employs a relational database and enables product development teams to develop, store, manage, reuse, and maintain valued content from receipt through disposal. Content Map A visual, graphical display of the relationships between high-level topics and lower-level sub-topics that are included in a training course or module. Content maps are also known as knowledge maps, concept maps, information maps, or idea maps or webs. Content maps consist of nodes and links.    - Nodes represent topics and sub-topics.    - Links show the connections between related nodes. (See Topic). Content Outline A hierarchical list of the topics and sub-topics that will be included in the training. (See Topic). Content Structure The way in which the information (content) is organized. The structure of most training products is hierarchical and linear. Copyright A form of protection grounded in the US Constitution and granted by law for original works of authorship fixed in a tangible medium of expression. It provides the creator of a work of art or literature, information, or ideas, the right to control the way the work is used. Copyright covers both published and unpublished works and grants the author with a number of exclusive rights over their work:    - Reproduction: The right to make copies.   - Distribution: The right to sell and/or dispense.   - Edit: The right to make changes, revisions, or new versions. Course Education or learning that consists of a number of modules or lessons. Several courses together comprise an educational curriculum for a specific program of study. Courseware Instructional content delivered in digital format on the web, on CD-ROM, or on a computer hard drive. Courses developed in courseware authoring environments such as Blackboard or WebEx allow for the incorporation of different types of media (multimedia) such as text, graphics, animations, audio, and video into the instructional environment. Links can also be created to allow learners to access to documents in different data formats such as PowerPoint, MS Word, and PDF. (See Multimedia). Criterion One of the four components of a well-written objective. The level of performance that will be considered successful and acceptable in a test or other form of assessment. Curriculum An educational program, or series of developmental activities/events, built around a body or organized, sequential instruction that consists of a number of courses and consistent standards and clear expectations for quality. Upon the completion of a specific curriculum, the individual is usually qualified and considered competent for a specific job or position. D Data Unorganized, unstructured, or random facts (See Information and Knowledge). Data Format The format or form in which data (unorganized information) exists.   - Examples of data formats frequently used for instructional materials include hard copy print materials and digital file formats such as .html, .xml, .pdf, .swf, .jpg, .gif, etc.   - Some data formats, such as html and xml, are "open" formats and not tied to any specific software or vendor. Other data formats, such as SwF, however, are vendor-specific and the longevity of assets produced in those formats is dependent on health of the vendor and their product. Deadline A specific date by which a task must be completed or a deliverable must be made. Deductive A logical reasoning process marked by the progression from stated propositions and a general view to greater and more specific detail. A deductive approach to training means that the instructor will move from the general to the specific and first provide a global picture before providing more detail. (See Inductive.) Deliverable A measurable, tangible, product that is created to complete a project or part of a project. Each deliverable has to meet specific requirements and must be completed by a designated deadline. Delivery Method The way in which instructional content is given (delivered) to the learner. Most organizations use any number of (or any combination of) four main delivery methods to reach an increasingly varied and disperse learner population:   - Classroom lectures.   - On-the-job training (tutoring / mentoring).   - Independent study (printed materials / e-learning).   - Distance learning (synchronous / asynchronous). Deployment Making the completed training (course or module) available for use. (See Implementation.) Design To design is to outline a plan, road map, or "blue print" that describes the desired structure and specifications for a new product in such a way that the completed product will meet specific requirements. The quality of a design is dependent on the accuracy and completeness of the requirements generated during the analysis effort. During the Design phase, we:   - Consider and build on work already completed:     * Project Plan     * Analysis Report:        ° Learner characteristics and needs.        ° Scope and depth of the content to be covered.   - Identify components such as: Prerequisites, goals, and objectives        ° Instructional, transfer, assessment, and feedback strategies        ° Instructional media and data formats Development The creation of new instructional content. Closely coupled with development is the validation (field testing) of the newly created deliverables (products / product components). Didactics The art and science of systematic instruction. Didactics is derived from the Greek word "didaktikos" which means "apt/fit to teach." (See Pedagogy.) Distance Learning See Training. Document A document is a file that contains information that the user can view such as word processed letters or reports that might contain text and graphics. Document Management The organization, categorization, and maintenance of large bodies of documents for long-term safekeeping and easy access. Documents are managed throughout their life-cycle, from inception through creation, review, storage, dissemination, improvement, through destruction. E E-Learning See Training. Electronic Document Management The organization, categorization, and maintenance of documents in electronic (digital) format for long-term safe- keeping and easy access. Documents (files) are managed throughout their life-cycle, from inception through creation, review, storage, dissemination, improvement, through destruction. Electronic Document Management System (EDMS) Large selections of electronic documents are best managed in electronic software environments known as Electronic Document Management Systems (EDMS). A typical EDMS provides features such as version and access control, retrieval methods such as full-text search and meta data search, a simple user interface, flexible workflow, etc. e-Mentoring / e-Mentorship A special partnership in which an experienced and skilled mentor uses the internet, email, and the telephone to provide the learner with individualized guidance and support to ensure the development and seamless transfer of new knowledge and skills. (See Mentorship.) Enabling Objective See Objectives. Entry Behaviors The established, existent knowledge and skills that the learner has already mastered before entering the training. Evaluation - What? The focused, structured, and formal measurement of the extent to which objectives and requirements are met. We evaluate the effectiveness of training on four different levels (as identified by Donald Kirkpatrick):   1. Learner reaction: Did the learner like / enjoy the training?   2. Content mastery: How well did the learner master the knowledge and skills that were covered in the training? (See Assessment.)   3. On-the-job application: How well can the learner apply newly acquired knowledge and skills on the job?   4. Business results: How, and to what extent, did this training affect and change business outcomes? Evaluation - When? Instructional content is only as good as it is complete, current, and accurate. In order to maintain and continuously improve a training product, we evaluate its effectiveness and use. Instructional designers distinguish between two types of evaluation:   - Formative Evaluation:     * Also known as validation.     * Conducted during the design and development of new instructional content - or during the improvement of existent content.     * Focus on smaller, interim deliverables as they are completed and become available.   - Summative Evaluation:     * Conducted at the completion of the new or revised instructional product.     * Focus on the use and effectiveness of a completed product. Evergreen Always current, always accurate content. Instructional content that is continuously monitored and improved so that it is always ready, always fresh, always correct and up-to-date. Evergreen Process The process (workflow) established to keep resources (instructional content, documentation, etc.) current and accurate. Exam The formal measurement of a learner's mastery of new knowledge and skills that is usually larger in scope and more comprehensive than an test. Measurement is done against set standards and final scores are used as proof of mastery and often used for certification. (See Assessment, Assessment Item, Quiz, and Test.) Exercises Opportunities for learners to apply and practice newly acquired knowledge and skills. Results are usually not kept for later use.   - Exercises that focus on knowledge (facts or concepts) can be presented on paper, online, or even orally.   - Exercises that focus on skills are usually done as hands-on activities, labs or workshops during which materials such as job aids are often distributed to aid the learners. (See Assessment, Assessment Item, Quiz, and Test.) Expert Instructor e-Mentoring (EIM) An individualized, self-paced, just-in-time e-mentoring program, designed to turn subject-matter-experts into expert instructors. Expertise The level of knowledge and experience mastered. Expertise is commonly categorized in 3 levels: novice, intermediate, and advanced. F Face-to-Face In-person, close-up, personal, at the same location. (See Virtual.) Feedback Information provided to an individual about the accuracy, frequency (rate) and appropriateness of the his/her response or behavior. Feedback should be timely, clear, in-context, thorough, consistent, reflect on strengths as well as areas in need of improvement, constructive and useful to the learner. Focus Group A team of subject-matter experts assembled to reflect and provide information on a certain topic or problem. Formative Evaluation See Evaluation and Validation. Forum A public face-to-face or virtual meeting or assembly for open discussion. (See Message Board.) Front Matter Introductory information about the training, such as the course overview, prerequisites, goal and objectives, content outline, course schedule or agenda, and the household and safety rules, that may be needed to get the training started. (See Back Matter.) G Goal A statement of intent and purpose. The terminal point or target toward which effort is directed. Goals are succinct statements of an ideal or dream to be realized, a vision to be achieved. We distinguish between different types of goals, of which three are frequently used:   - Business goal: A clear statement of the expected business results - the positive impact that the training is expected to have on the business and its annual revenue.   - Performance Goal: A clear statement of the expected performance improvements - changes in employee behavior (performance) on the job as a results of the training.   - Instructional (Training/Learning) Goal: A clear statement of the desired outcomes of the instruction - concepts, skills, and attitudes that learners will acquire through the training. (See Objective.) H    I Implementation Putting a training program (or course or module) into operation and making the training available to the intended user population and stakeholders. (See Deployment.) Independent Study See Training. Inductive A reasoning process marked by generalizing from facts, instances, or examples. An inductive approach to training implies that learners use various details to gradually derive a comprehensive, global or holistic understanding. (See Deductive.) Information Structured, organized data that is arranged around a specific topic and for a clear purpose. (See Data and Knowledge.) Instructional Design / Instructional Systems Design (ISD) Process A standardized, systematic methodology that outlines the essential steps that must be completed during the development of instructional materials: Analysis, Design, Development, Implementation, and Evaluation. The ISD process serves as a guideline or "road map" that steers development teams and enable them to create quality products that meet user requirements. Instructional Designer A professional with expertise in adult learning theory, didactics, and instructional systems design and development. Instructional Media Media used to store and deliver instructional content. (See Media.) Instructional Strategy The approach, tactic, method, or way in which the instructional message (new concepts and skills) is communicated (delivered/given) to the learner so that s/he will be able to meet a specific instructional objective. Instructional strategies are divided into two categories:   - Instructor-directed/led: Lectures, demos, discussion sessions, etc.   - learner-directed/led: Small-group activities, workshops, labs, simulations, role plays, etc. (See Strategy.) Instructor An experienced and skilled professional who teaches and guides people in the mastery of new knowledge and skills. Instructor-Led / Instructor-Directed Training See Training. Intellectual Property (IP) Authors own the products of their creativity and innovation just the same as people own physical property. Owners of intellectual property have the right to control the IP they own and to be rewarded for its use. In some cases, IP can only be protected if IP rights (IPRs) are applied for and granted. On the other hand, some IP protection, such as copyright, is granted automatically and no registration is needed. Interface The way or method used to enable two independent systems to communicate with each other. When used in training, the word "interface" refers to the way a learner communicates with a software application or a training program. The interface is the way the software or training is displayed on the computer screen to allow the learner to interact with its features. Interactivity The ability of the learner to affect, direct, or change the learning experience. Interactive training allows learners to interact with the instructional environment and to alter the content sufficiently to affect the choice of content and the direction of the learning experience. The nature and extent of the interactivity depends on the delivery method (type of training):   - In synchronous (same-time/real-time) learning events, such as classroom training or synchronous distance learning events, interactivity implies an active, two-way dialog between the     * instructor and the learner, the     * learner and his/her peers, or between the     * learner and the instructional materials such as real-life tools, animations, simulations etc.   - In asynchronous independent/self-study e-learning courses (web-based or on CD-ROM), interactivity is provided in the form of animations or simulations that enable the learner to explore and experiment with the instructional content. NOTE: Passive media such as graphics, audio recordings, video clips or slide shows (even those with navigation buttons!), do not provide true interactivity and do not qualify as interactive media. J Job A person's job is the principal activity in his/her life that allows him/her to earn money. It is the work that s/he does to contribute to the well-being of an organization and for which s/he is receives compensation. The work associated with each job consists of a number of roles (responsibilities) and associated activities (tasks) that must be performed by the individual assigned to that position. Job Aid Any tool or instrument that enables people to work more effectively and with greater ease. Job aids include tools such as checklists, templates, work sheets, "cheat sheets," flow charts, and workflow diagrams. The use of job aids during training events enable learners to quickly and easily apply newly acquired knowledge and skills on the job. The use of well-designed job aids is an important "bridge" (or transfer strategy) between the training experience and the job environment. (See Transfer.)