BCSP CIT flashcards
BCSP CIT · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Training Need
- Gap between desired and current performance that is caused by lack of knowledge, skill, or ability; training can close it.
- Task Analysis
- Process of breaking a job into tasks and subtasks, identifying conditions, standards, and KSAs needed for competent performance.
- Organizational Analysis
- Examines goals, resources, climate, and constraints to determine where training fits and what support exists.
- Person Analysis
- Identifies which individuals need training by comparing their performance to standards and finding KSA gaps.
- Root Cause Analysis
- Systematic method such as 5 Whys or fishbone to identify underlying causes of a performance gap before choosing training.
- Competency Model
- Describes knowledge, skills, abilities, and behaviors required for effective performance in a role or job family.
- Triangulation
- Using multiple independent data sources, methods, or raters to increase confidence in needs assessment findings.
- ADDIE Model
- Five-phase instructional design process: Analysis, Design, Development, Implementation, Evaluation; often iterative with evaluation feeding back.
- Learning Objective
- Statement of observable performance a learner will demonstrate after instruction, including conditions, criterion, and standards.
- Bloom's Taxonomy
- Hierarchical classification of learning objectives from remembering through creating, used to match verb and assessment.
- Gagne's Nine Events
- Sequence: gain attention, state objectives, recall prior, present content, guide learning, practice, feedback, assess, enhance retention.
- Cognitive Load
- Mental effort imposed by instruction; manage intrinsic, extraneous, and germane load through segmenting and reducing redundancy.
- Constructive Alignment
- Design where objectives, learning activities, and assessments all target the same intended learning outcomes and performance levels.
- Merrill's First Principles
- Problem-centered instruction that activates prior knowledge, demonstrates application, and integrates learning in real tasks.
- Job Aid
- External performance support such as a checklist or flowchart used when a task is infrequent, complex, or easily forgotten.
- Storyboard
- Visual sequence of screens, scenes, and interactions used to plan and review e-learning or media before production.
- Readability
- Measure of text difficulty based on sentence length and word complexity, used to match materials to learner reading level.
- Pilot Test
- Trial delivery of draft materials to a small representative group to find unclear content, timing, and usability issues.
- SME Review
- Subject matter expert check for technical accuracy, currency, and completeness before materials are finalized and approved.
- WCAG
- Accessibility guidelines for digital content covering perceivable, operable, understandable, and robust design, including captions and alt text.
- Distractor
- Plausible but incorrect answer option in a multiple-choice item; should reflect common errors, not trick wording.
- Facilitation
- Guiding learner-centered discussion and activities rather than lecturing, to support participation, reflection, and practice.
- Wait Time
- Pause of about three to five seconds after asking a question, giving learners time to think and respond.
- Kolb's Learning Cycle
- Four-stage experiential learning sequence: concrete experience, reflective observation, abstract conceptualization, and active experimentation, then back to new experience.
- Psychological Safety
- Climate where learners can ask questions, admit gaps, and make mistakes without embarrassment or punishment.
- Feedback
- Specific, timely information about performance relative to goal, focused on behavior and next steps rather than personal traits.
- Ground Rules
- Agreed norms for participation, respect, timing, and confidentiality that guide group behavior during training and create predictable expectations.
- Kirkpatrick Levels
- Four evaluation levels-reaction, learning, behavior, and results; behavior and results usually require follow-up measurement after training ends.
- Formative Evaluation
- Evaluation during design or delivery to improve instruction, using pilot data, observation, and learner feedback.
- Summative Evaluation
- Evaluation after instruction to judge overall effectiveness and worth against objectives and performance criteria and to make program decisions.
- Transfer of Training
- Application of learned KSAs to the job, influenced by supervisor support, opportunity, work climate, and accountability.
- ROI
- Phillips fifth level: net program benefits divided by program costs, expressed as a percentage; requires monetary benefits.