CRST flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Needs Analysis Levels

Organizational analysis examines goals and constraints; task analysis identifies required KSAs per role; person analysis identifies which individuals have performance gaps.

Performance Gap Formula

The difference between the required performance standard and current performance. Training is appropriate only when the cause is a knowledge or skill deficiency.

Learning Objective Components

A well-formed objective states observable behavior, the condition under which it is performed, and the criterion for acceptable performance, enabling later assessment alignment.

Task Inventory Data

A task analysis records each task with frequency, criticality, and difficulty ratings, which together determine content sequencing and time allocation in program design.

Blended Delivery Decision Rule

Self-paced e-learning suits declarative knowledge; instructor-led sessions and simulations suit interpersonal and psychomotor skills requiring practice and feedback.

Andragogy Assumptions

Knowles proposed adults are self-directed, use experience as a learning resource, prefer problem-centered content, need relevance, and are largely internally motivated.

Kolb Experiential Cycle

Four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learning is strongest when instruction addresses all four stages.

Cognitive Load Types

Intrinsic load comes from content complexity, extraneous load from poor design, and germane load from schema building. Reduce extraneous load and chunk content.

Spaced Retrieval Practice

Recalling information at expanding intervals produces stronger long-term retention than rereading or massed study, countering the steep initial forgetting curve.

Method-Objective Matching

Lecture suits declarative knowledge, case studies suit analysis, role-play and simulation suit interpersonal skills, and hands-on labs suit procedural skill development.

Sales Stage Sequence

Prospecting, qualification, needs discovery, solution presentation, objection handling, closing, and follow-up. Each stage has exit criteria determining advancement.

Feature-Advantage-Benefit

A feature is a product attribute, an advantage is what it does, and a benefit is the customer outcome. Benefits must link to a need the customer stated.

Objection Handling Sequence

Acknowledge the concern, clarify the real issue, respond with relevant evidence, then confirm the objection is resolved before continuing the conversation.

Discovery Talk Ratio

In needs discovery, the customer should speak roughly seventy percent of the time and the seller thirty percent, achieved through open and probing questions.

Behavioral Sales Assessment

Scoring recorded role-plays against a defined rubric yields behavioral evidence of skill, which is more valid than learner self-report of confidence.

Session Opening Structure

Gain attention, state relevance to the learner, state the objective, and present the agenda and ground rules within the first portion of the session.

Facilitation Wait Time

Pausing at least three to five seconds after asking a question gives learners time to process and increases response length and quality.

Experiential Learning Sequence

Brief the activity, run it, debrief what happened, then apply the insight to the workplace. The debrief converts experience into transferable learning.

Managing Airtime Imbalance

Structured rounds, direct-by-name questions, pair shares, and written reflection distribute participation and limit dominant voices during facilitated discussion.

Validity and Reliability

Validity means an assessment measures the targeted objective; reliability means scores stay consistent across raters, test forms, and occasions.

Kirkpatrick Four Levels

Level 1 reaction, Level 2 learning of knowledge, skill, and attitude, Level 3 behavior on the job, and Level 4 organizational results.

Criterion-Referenced Assessment

Performance is compared against a fixed standard rather than against other learners, so all participants can pass if each meets the criterion.

Behavioral Feedback Structure

Describe the observed situation and specific behavior, state the impact, separate observation from inference, and end with agreed action steps and follow-up.

SMART Development Goals

Goals are specific, measurable, achievable, relevant, and time-bound, with defined evidence that confirms completion during follow-up coaching sessions.

ROI Formula

ROI percent equals net program benefits divided by program costs, multiplied by one hundred. Net benefits equal monetary benefits minus costs.

Benefit-Cost Ratio

Total monetary benefits divided by total program costs. A ratio of 1.0 indicates break-even; above 1.0 indicates benefits exceed costs.

Isolating Training Effects

Control groups, trend-line analysis, forecasting, and participant or manager estimates separate training impact from other factors before results are converted to money.

Level 3 Follow-Up Timing

Behavior evaluation occurs after a delay, commonly one to three months post-training, and gathers data from supervisors and observers rather than learners alone.

Copyright in Training

Reproducing protected text, video, or assessment items requires permission or a valid license; crediting the source does not by itself permit use.

Accessibility Accommodations

Reasonable adjustments such as extended time, alternate formats, and captioning are provided per applicable disability law and organizational policy.

Learner Data Privacy

Collecting learner data requires a lawful basis, minimum necessary scope, secure storage, defined retention, and no reuse for other purposes without consent.

Trainer Scope Boundaries

Trainers avoid giving legal, medical, or financial advice outside their competence and refer learners to qualified resources when such questions arise.