ADCs (Assessment and Development Centres)

AL (Accelerated Learning)

BECKS (Behaviour, Environment, Clarity, Knowledge/Skills)

BIS (Business, Innovation and Skills)

CEL (Centre for Excellence in Learning)

CIPD (Chartered Institute of Personnel and Development)

CIT (Critical Incident Technique)

CLP (Commissioner’s Leadership Programme)

CMS (Customer Management System)

CPD (Continuing Professional Development)

CRM (Customer Relationship Manager)

CSR (Corporate Social Responsibility)

DfES (Department for Education and Skills)

DMAIC (Define, Measure, Analyse, Improve, Control)

DMT (Directorate Management Team)

DTI (Department of Trade and Industry)

EBIT (Earnings Before Interest & Tax)

EBITDA (Earnings Before Interest, Tax, Depreciation & Amortisation)

EEC (Example, Effect, Change/Continue)

EMCC (European Mentoring and Coaching Council)

GROW (Goal, Reality, Options/Objectives, Will)

HR (Human Resources)

HRD (Human Resource Development)

HRM (Human Resource Management)

ICF (International Coaching Federation)

IIP (Investors in People)

ILM (Institute of Leadership and Management)

IOD (Institute of Directors)

IPDS (Integrated Personal Development System)

ITB (Industrial Training Board)

KPIs (Key Performance Indicators)

KRAs (Key Responsibility Areas)

L&D (Learning and Development)

LCMS (Learning and Skills Council)

MBTI® (Myers Briggs Type Indicator)

MOZAIC© (Motivation, Objective, ZEBRA, Accountability, Imagination, Clarity)

NCVQ (National Council for Vocational Qualifications)

NLP (Neuro-linguistic Programming)

NOS (National Occupational Standards)

NVQ (National Vocational Qualifications)

OJT (On the Job Training)

OODA (Observe, Orient, Decide, Act)

PDP (Personal Development Plan)

PDR (Performance Development Review)

PIP (Performance Improvement Plan)

PLP (Personal Learning Plan)

PNA (Performance Needs Analysis)

PRP (Performance Related Pay)

ROCE (Return on Capital Employed)

ROI (Return on Investment)

ROO (Return on Objective)

SMART (Specific, Measurable, Achievable, Realistic, Time bound)

SMARTER (Specific, Measurable, Achievable, Realistic, Time bound, Evaluate, Review)

SMARTS (Specific, Measurable, Achievable, Realistic, Time bound, Stretching)

SME (Subject Matter Expert)

SME (Small to Medium Size Enterprise)

SMT (Senior Management Team)

SWOT (Strengths, Weaknesses, Opportunities, Threats)

TA (Transactional analysis)

TGROW (Topic, Goal, Reality, Options, Will)

TNA (Training Needs Analysis)

TQM (Total Quality Management)

VLOE (Visual Learning Environment)

ZEBRA© (Zest, Empowerment, Belief, Role Model, Action)

360 Degree Feedback
When information is provided about an individual from a variety of sources e.g. manager, direct reports, peers, customers etc usually acquired using an Assessment Questionnaire that captures feedback and scores that relate to the knowledge skills and behaviours of that person. The purpose is to obtain a fuller picture of their performance based on their working relationships. The feedback is then more often than not delivered to the individual on a one to one basis to ensure that the output is understood in context and there is the ability to facilitate any further questions or issues.

ABCDE
Assess, Benchmark, Calculate, Decide, Execute

Accelerated Learning
Mainly based on the work of Dr Georgi Lozanov at the University of Sophia in Bulgaria in the 1950’s and 1960’s combining learning theory and whole brain theory (practical experience and a real life context) to achieve a faster way of learning..

Accountability
Is a phase of The Maze© (see Maze© The) that explores the level of obligation, responsibility and commitment that an individual has for their actions.

Action
The conscious act of doing/starting something. The fourth part of ZEBRA©, the 5-stage people centric integral phase of The Maze© (see Maze© The) refers to the conscious act of doing/starting something in order to achieve the desired change/objective.

Action Learning / Action Learning Sets
A learning technique performed in groups to enable an individual to learn by questioning and involving others in coming up with proposed actions/solutions to a problem or issue.

Active Learning
A process of learning new ideas, skills, behaviours and attitudes through what we do at work. It is learning from doing and often completed through role play exercises or business simulation.

Added Value
The value that is created to a product or service by delivering over and above that expected by the consumer/ customer’s from their initial expectation.

Alignment
A state of agreement, e.g. in the people context people reaching agreement over an issue, problem etc, or in the context of getting things done, spending time doing the things that result in you achieving what you want to achieve (alignment of the ‘want’ and ‘do’)

Analogy
A cognitive process in which an example of a similar problem or issue is used to map out a new solution.

Aptitude
The ability of a learner to acquire a new skill or potential to acquire a new skill given the opportunity to receive effective training.

Assessment
A measurement process used to assess level of current performance, this could be prior or after training has taken place when measured against learning outcomes or could be used to assess certain behaviours that would demonstrate a learning style preference or preference to approach conflict etc.

Assessment and Development Centres (ADCs)
Often used in the process of recruitment to identify the best possible candidate over others for an appointment and used in personal development to assess how an individual will perform in a given criteria or scenario. Both include a series of tailored exercises that are measured around knowledge, skill, attitude and behaviour that is required for a role or for a future personal development opportunity.

Asynchronous Communications
An interaction with another person that takes place not in real time, an example would be where an email message is sent and stored for when the recipient is in a position to access the message.

Attitude
A positive or negative view on a person, place, thing or situation, often related to our own personal beliefs or experiences. In the training context we try to change attitude by initially changing behaviours.

Balanced Scorecard©

Originating from studies carried out by Dr Robert Kaplan and David P Norton in the 1990’s it is a technique often used by managers and organisations to clarify their vision and strategy and then translating them into actions by identifying four or more key perspectives from which the organisation’s performance can be measured. The four key measures are: 

•  Financial Perspective 
•  Customer Perspective 
•  Business Process and Learning 
•   Development Perspective. 

BECKS (Behaviour, Environment, Clarity, Knowledge/Skills)

Becks analysis is used to give clarity on how well a team performs both positively and negatively around each of the four areas: 

•  Behaviour – visible or not so visible actions or behaviours of team members (as a group and individually) 
•  Environment – office space, equipment, resources, geography, temperature etc, 
•  Clarity – communication, processes, action plans, project plans, role clarity, who does what in the team etc. 
•  Knowledge and Skill – Competencies, Training needs, Learning, Knowledge Matrix including how this is developed or shared. 

Behaviour
The manner of conducting oneself or responding in a situation, in training we try to change behaviour directly connected to the overall learning objectives and outcomes, this would be observable and measurable.

Belbin© Team Roles

Based on the studies of Dr R Meredith Belbin in 1981 where he defined the roles of a team, they are not personality types, but characteristics that are required within a team, any one person can perform more than one of the roles at a time however some are more compatible than others. The roles are split into three overall areas: 

•  Doing/Acting – Implementer, Shaper, Completer/Finisher. 
•  Thinking/Problem Solving – Plant, Monitor/Evaluator, Specialist. 
•  People/Feelings – Coordinator, Team Worker, Resource/Investigator.

Belief
A psychological state in which an individual has an opinion or premise on something being true. The third part of the 5 stage ZEBRA© people centric integral phase of The Maze© (see Maze© The) refers to the level of self belief a person/ people have in order to achieve the desired change/objective.

Bite (Byte) Sized Learning
Learning that is delivered/received in small chunks, maximises retention due to our brains ability to only absorb information for a short time.

Blended Learning
Combining of different learning delivery strategies this can include face-to-face, classroom style training, e-learning, distance learning and mentoring or coaching. The course content can be delivered via the web or other digital technologies as well as in presentations, handouts, workbooks etc. the idea of Blended Learning is for the learning to experience a combination of different learning experiences that will increase the richness of the learning experience.

Blue Sky Thinking
A thinking process that is without boundaries, it is used to stimulate open minded thinking encouraging participants to think wide and clear as a blue sky. 

Brain

One of the most complex organs in our body, made up of different parts that perform different functions. 

•  Medulla Oblongata – helps control the automatic functions e.g. breathing, heart rate, digestion. Also relays information coming to and from the brain. 
•  Pons – plays a part in our arousal, consciousness and sleep, also involved in controlling our automatic body functions. 
•  Cerebellum – controls movement, helps us to control posture and balance and also helps us to learn movement. 
•  Amygdala – stores and classifies emotionally charged memories and does play a key part in our emotions especially fear. 
•  Hippocampus – key role in memory formation and classifies information in our long term memory. 
•  Hypothalamus – controls our bodily functions including our appetite, thirst and sleep this part also plays a part in controlling our emotions. 
•  Thalamus – another part of the relay station of our brain, it takes our sensory signals such as auditory, visual and touch and helps it to be processed by other parts of our brain. This part also plays a part in out motor control.  
•  Frontal Lobe – this portion of our brain is basically our control and command centre it is responsible for our reasoning, problem solving, judgement and impulses. It helps us to manage our higher emotions such as empathy it is also involved in our motor control and memory. 
•  Parietal Lobe – this part processes our pain and touch sensations and also development of our cognitive skills. 
•  Temporal Lobe – helps us to process sound sensations as well as language, again involved in our emotions, memory and speech. 
•  Occipital Lobe – involved in our visual sensation and processing, it is the part that controls and interprets vision. 
•  Corpus Callosum – located at the centre of the brain it is the neural bridge that connects the two hemispheres of the brain.  

Brain Dominance
According to well research theories grown out of the work by Roger W. Sperry in 1981 it is said that each side of the brain controls different types of thinking, Left-brain dominance is considered to prefer logic, reasoning, language and numbers/analytical thinking they tend to think from a–z. Right-brain dominance prefer creative thinking and tasks, being able to see the big picture, like music and expressing and reading emotions, they are more likely to be intuitive and spontaneous, likely to work from z–a. Further explanation can be found in Learning Styles.

Brain Storming
Popularised by Alex Faickney Osborn in 1953 A creative thinking technique that collects lots of potential solutions to a specific issue or problem. By spontaneously generating and capturing lots of ideas (no idea being the wrong idea) it offers a wider perspective and more potential solutions that mat not have been considered.

Buddy/Buddy Scheme
Pairing up an individual with a peer or colleague whose skill or knowledge is greater in an area they require development, this allows real time on the job development.

Buy-in
Signifies the commitment of interest and level of support to a decision or idea that is being proposed.

Cascading Goals
The process of adopting goals at different levels within and organisation or team to ensure there is alignment between organisations objectives and employees activities and goals.

Case Study
A detailed written description of a real life situation that enables participants of a learning event to make a recommendation based on the facts given. Alternatively allows a training organisation to demonstrate through a real life situation that they are able to successfully develop the knowledge, skills and behaviours of people they train.

Causes
What may get in the way of an individuals or an organisations performance these could include lack of skills, knowledge or information, low motivation, working environment and remuneration.

Certification
A process where a participant of a training programme completes the training and is assessed and achieves the minimum pass rate. This can sometimes be marked and authenticated by a third party e.g. ILM.

Change Curve
Originally created by Elizabeth Kubler-Ross in 1969 to illustrate how people deal with the news that they have a terminal illness, the theory is easily translated to how to deliver and communicate difficult messages. The model takes you through a number of emotional phases that a person will feel when receiving bad news they are: Immobilisation – instant shock from receiving the news makes you unable to think. Denial is the second stage of shock when you can’t believe this is happening to you. Anger – angry is this really happening to you. Bargaining – is it my fault that this has happened, what did I do to deserve this, is there a way around this? Depression – it all seems really bleak. Testing – you start to think of the new options for a way forward that you haven’t considered before. Starts to shape what the future could look like. Acceptance – you start to see a clearer path that you can accept and over time you accept the change and the new way forward. We can never completely predict or know how individuals will react however when we are moving into change it is beneficial to consider each phase and put into place a variety of support and communication to help them accept and move through each phase, at the same time accepting that each person may move at a different pace.

Change Management
Is an approach by organisations to shift individuals, teams and the organisation from its current state to a desired/planned future state. More often than not it is supported in a number of ways e.g. workshops, training and conferences etc.

Clarity
The quality or state of being clear in what you are doing. Clarity is a phase within The Maze© (see Maze© The) that relates to the planning of when and where to proceed.

Coaching
In the business environment can be one to one or one to many; however it is widely recognised as a learning and development experience that happens more often on a one to one basis. The Coach does not have to have experience of the area/issue they are coaching as they use questioning techniques to facilitate the coaching partners own thought process to identify possible solutions and actions rather than taking on a directive approach. It is one of the most effective forms of personal development.

Coaching Contract
An agreement that is reached at the outset of a coaching session to determine the terms of business, this will include the duration of the coaching (the number of months or weeks the coaching will take place over), number of sessions and length of sessions, the levels of commitment from the coach and coaching partner, confirmation of confidentiality boundaries and respective expectations of suitable outcomes from the sessions.

Cognitive
Comes from the Latin verb congnoso (con ‘with’ + gnoso ‘know’) it is the mental processes that include attention, memory understanding language, solving problems and making decisions.

Cognitive Task Analysis
Task Analysis performed on decision-making or problem-solving activities.

Cognitivists
People who believe that the learning occurs when a learner is able to add a new concept/idea to their own cognitive structure and that a process of recognising the relationships between what they already know and what they are learning.

Collaborative Learning
A method of learning that takes place when a small group work together to develop their own answer through group interaction and reaching of a consensus, however the answer may not be a prescriptive known answer.

Competence or competency
The ability of an individual to undertake and successfully complete defined tasks, often this is described in the workplace as the behaviours required to, complete a job or task. An example of a management competency would be influencing.

Competency Competencies
A description/specification of the knowledge and skills required to perform successfully a particular job role. They can be based on knowledge, skills, attitude values or personal values. Competencies can be acquired through training, development or experience.

Competency Framework
A clear description of an organisation’s culture, functions and the job roles within it, it sets out the competences required to perform each role effectively. This type of framework is more often than not supported by the knowledge requirements and behavioural indicators also required.

Competency Gap
Is the measured shortfall of the relevant competences that are required by an organisation to achieve one or more of its stated aims and objectives.

Conflict Handling Modes – Thomas Kilmann
To deal with conflict it is important to understand what our choices are in any given conflict situation, according to the works of Thomas Kilmann there are five conflict handling modes: competing, collaborating, compromising, accommodating and avoiding. The Thomas Kilmann Instrument allows us to measure the conflict handling modes we are using too much or too little and as a result adapt our style of handling the conflict dependant on each conflict situation.

Consulting
The providing of expert knowledge to a third party for a fee. Consulting is most often used when a company needs an outside, expert opinion regarding a business decision.

Core Competency/ies
The key behaviours demonstrated and measured in the workplace enabling the organisation (and individuals within it) to work within them. Competency is also underpinned by skills and knowledge of the individuals within the organisation.

Corporate Social Responsibility (CSR)
An initiative entered into voluntarily by organisations to allow them to engage with the communities or environment around them in a positive and constructive way, it goes above and beyond the minimum standards and should be seen as a moral obligation to its employees, wider community and share holders.

Counselling
To give professional psychological help and advice on how to cope and move forward from an existing situation that is causing the person discomfort, stress and unhappiness.

Covert Behaviour
A mental activity usually referred to as thinking as it is not directly observable, it may however be inferred by observable overt behaviour.

Critical Incident Technique
The foundations for this technique are said to have been laid by Sir Francis Galton in around 1930, this was then later built on by Colonel John C Flanagan. It is a set of procedures used for collecting observations of human behaviour that have a critical significance either positively or negatively to a, defined criteria. This information is then used to resolve problems through validation and evaluation that will help to develop the future principles.

Culture Change
Making a conscious change to the culture of an organisation from what it is currently to something new, it maybe done as a result of a merger or take over or a need to move the business on so as it is equipped to deal with different set of circumstances. It is likely to start, support and maintain this change that an organisation will carry out a launch to the new culture, along with workshops and training to deliver and embed the change.

Customer Management System
Is a digital process mainly used by organisations hugely reliant on their customers, it is one central shared digital system for collecting organised customer information and data that gives the history and buying habits of those customers, this information is then used to help build long lasting, profitable relationships.

De Bono – Six Hats©
The Six Hats Thinking was designed by Edward de Bono to help contextualise ideas in a more lateral way with our way of thinking. Each of the six different coloured hats (White, Green, Blue, Black, Yellow and Red) represent different characteristics, by wearing one of the coloured hats you can then look at any issue from a different perspective by taking on that role and characteristic. It is an excellent creative thinking tool that works really well with a team and effective in demonstrating the importance of being able to consider an issue from a number of different ways.

Decay Rate
The amount of time it takes a participant of training to forget what they have learned. The rate of decay can be slowed when the new skills and behaviours are practised and used when returning to their role.

Deficiency
Failure to meet the prescribed performance standard or competency results in a deficiency.

Development
Training people to acquire new knowledge skills and behaviours that result in them being able to complete their objectives and tasks more effectively and profitably.

Disney Thinking
Walt Disney used a Creativity Strategy called ‘Disney Thinking’ to look at any scene from three physical locations he labelled them: Dreamer, Realist, Critic. Each position adopts a different physical stance, adopting this stance encourages you to think in a specific way, this enables you to become more flexible, gain understanding from a different perspective and increase creativity.

Distance Learning
A way of learning that does not require the participant to attend a course or workshop that is face to face. A variety of media may be used, including online delivery of materials, allowing time flexibility around other commitments and not having to travel to a training venue, telephone coaching can also be used to support distance learning.

DMAIC

Pronounced ‘Duh-MAY-ick) is a structured problem solving methodology used in Six Sigma improvement (see Six Sigma) it has five phases, they are:

•  Define – specifically the problem and the project goals.
•  Measure – the current key processes and collect all relevant data.
•  Analyse – the data to verify the cause and effect relationships, seek out the root causes of any defect you choose to investigate, this could be done using Fishbone Thinking (see Fishbone Thinking).
•  Improve - the current processes using an implementation plan to ensure all project goals identified are included. In this phase you may also use pilot runs to ensure actual capability.
•  Control – ensures that any changes and deviations from the targets are corrected and that opportunities for projects lessons are applied and continuously monitored.

E-learning
A method of personal development delivered or enabled using electronic technology. It allows pass/fail assessment and time flexibility around participants other commitments.

EEC
A feedback tool that structures the positive or negative feedback to focus on the facts rather than the emotional feelings.

•  Example – a tangible example of what you want to specifically give feedback on.
•  Effect – what effect is this having on the individual, Manager, Team, Organisation or Customer.
•  Change – what you would like then to ‘change’ about there behaviour or actions to improve the situation.

Or Continue what you would like them to ‘continue’ and do more of.

Effective
Being successful in achieving the intended or desired result.

Efficiency
Measures how well someone is performing relative to expectations.

Efficient
Performing in the best possible way with the minimum waste of time, effort and energy having used their network, knowledge and skills.

ELearning 2.0
Learning through digital connections and peer collaboration. It is driven by the technologies of Web 2.0 due to it being an extension of the term “Web 2.0.” Learners become empowered to search, create, and collaborate information. It differs from traditional eLearning (sometimes called “eLearning 1.0”) by encouraging everyone to contribute in creating and sharing information and their experiences.

Emotional Intelligence
A term that became well known from the Emotional Intelligence book in 1995 by Daniel Goleman, Emotional Intelligence, or EQ, describes the understanding individuals have of themselves and other people, their feelings and motivations. It is a contrast to Eysenck’s Intelligence Quotient, or IQ, which focuses on logic and process.

Empowerment
Is a feeling that develops as people embrace the power to take control of their own life or their decisions, individuals or organisations cannot give empowerment to their people it is a feeling and they need to create the environment where people can choose to take action in an autonomous way, at times this will mean asking for forgiveness not permission. As people take on a feeling of empowerment they are more inclined to use their initiative to grow, develop and become more effective in their role. The second part of the 5 stage ZEBRA© people centric integral phase of The Maze© (see Maze© The) refers to the level of autonomy a person/ people have in order to achieve the desired change/objective.

Evaluation
A process of assessing both subjective (opinion) and objective (fact) information to demonstrate achievement that the learning evaluated has been effective. Evaluation can also encourage improvements to the design and delivery of training, diagnose future training needs (skills and knowledge gaps) and further self development.

Evaluation Instrument
A test or other measuring device used to determine achievement personally, as a group and as an organisation. The objective of an Evaluation Instrument is the measurement of the change in knowledge, skills, behaviour and performance. Evaluation instruments include tests, 360 degree feedback, rating assessments (see mazeROI©).

Experiential Learning
A training activity that allows the learner to experience and practise job related tasks during a training event e.g. business simulation.

Extranet
A computer network that allow controlled access from the outside for specific business or learning purpose. In the business environment it can be an extension of an organisations Intranet that is extended for selected external users e.g. partners, suppliers etc.

Facilitation
A technique used to enhance the learning experience and improve its success, by drawing on the knowledge of participants and building upon this to fill in any gaps knowledge and skills gaps.

Facilitator
A person who leads a training event by delivering the appropriate and required theory and content by establishing through questioning what they already know, listening to their current level of understanding and providing suggestions, alternatives and resources and solutions.

Feedback
Providing other people with feedback on their actions, attitude and behaviour in order for them to continue doing more of what is good, doing what they should be doing and changing what they are not doing correctly/effectively. There are a number of effective feedback models; a simple and highly effective one is EEC – Example, Effect, Change or Continue.

Fishbone Thinking
Based on the work of Dr Kaora Ishikawa it is a technique to identify the possible root causes or problems before considering the solutions. It has the advantage that it can be used with people who are involved in solving the problem, or it can be displayed in a public area where you can gather the views of people. Provides a rich source of information and helps to generate commitment from all levels within an organisation.

Flexible Working
An organisation’s opportunity to offer its employees a range of working options to allow them to structure their week in a non-traditional way, e.g. part-time working, variable hours/flexi-time, job sharing, working from home, etc.

Focus Group
A temporary group of people that are brought together to offer insight and opinion to a topic or issue to give a wider perspective, it is often used if an organisation is considering a form of change or a new initiative to give a wider perspective of issues or questions they will need to provide answers to.

Formal Learning
Not to be misunderstood as a formal way of learning happening, formal learning means that the person learning has their learning objectives set by the training department or organisation as appose to informal learning where the person sets their own learning objectives.

Gantt Charts
Based on Henry Gantt’s contribution to management processes for which he was awarded a medal in 1929, it is a tool for planning and scheduling projects to assess the length a project will take, the order in which the project needs to be carried out, the dependencies between tasks and possible conflicts. It also determines the resources required and allows you to monitor progress and identify immediately what will have been achieved by a given time and therefore highlights where the project may need to be bought back on track.

Generation X
A label attributed to people born during the 1960s and 1970s. Members of Generation X are often described as cynical or disaffected, though this reputation obviously does not apply to all people born during this era. This generation has an increased understanding of technology, having grown up during the age of computers.

Generation Y
The generation of people born during the 1980s and early 1990s. The name is based on Generation X, the generation that preceded them. Because children born during this time period have had constant access to technology (computers, cell phones) in their youth, they have required many employers to update their hiring strategy in order to incorporate updated forms of technology.

Goal
The desired result or outcome a person proposes or commits to based on what they ultimately want to achieve.

GROW Model

John Whitmore developed the GROW model, it is used by individuals and organisations as a coaching method. GROW is an acronym for Goal, Current Reality, Options and Will – they are seen by Whitmore as the four key components of a coaching session. GROW is also some times seen as TGROW, this was an adaptation by Miles Downey who introduced T which stands for Topic. 

    G       Goals   What do you want? 
    R       Reality What is happening now? 
    O       Options What could you do? 
    W       Will What will you do? 

Handbook
A book designed to include guidance information usually for technical or procedural processes that are defined.

Handout
A book containing the reference materials used during a training course or programme, often produced in a format that allows participants the opportunity to personalise with their own notes.

Happiness
Is an emotional or mental state which is characterised by pleasant emotions that can range from contentment to euphoria.

Happy Sheet
A way of capturing the feelings of those who have attended a training event, this is more likely to capture subjective feedback (how does the individual feel about what they have learned) they are still used by a number of training providers however we would recommend they are used in conjunction with other more robust methods (see mazeROI©).

Hard Skills
The skills needed to perform where specific job requirements are set out and well defined in terms of actions to be taken and expected outcomes e.g. ‘how to’ tasks.

Hierarchical Task Analysis
Is one of the most common forms of Task Analysis in which steps taken to perform a task are analysed in the order in which they must be completed for the task to be achieved.

Human capital
The measured total of knowledge skills, attitudes and competencies of the employees within an organisation. It is capital owned by those individuals and ultimately if not captured if they leave you lose the Human Capital. It can however be renewed with a related cost.

Human Resources (HR)
A group of people within an organisation that oversee the organisation's human resource this will include selection and recruitment, talent management, redundancy and disciplinary, diversity and in some cases learning and development.

Icebreakers
Exercises or games used by trainers and facilitators at the start of a course, workshop or event, designed to introduce the delegate/learners to each other, encourage participation and overcome any nervousness about the training.

Informal Learning
Not to be misunderstood as an informal way of the learning happening, informal learning means that the person learning sets their own learning objectives appose to formal learning when the training department or organisation set the objectives.

Instructor
An individual who imparts knowledge or information to learners in a structured manner by presenting information, directing structured leaning experiences, and managing group discussions and activities.

Instructor Led Training (ILT)
A training course or programme facilitated by an instructor (see Instructor), normally in classroom or through a web-based conference system.

Intelligence Quotient (IQ)
Is a score derived from a standardised logic and process test designed to assess and measure a person’s intelligence. The abbreviation IQ comes from the German term Intelligenz-quotient originally coined by the psychologist William Stern.

Interactive Training
The overall term that includes both computer-based and multimedia training.

Internet-Based Training
Delivery of training content delivered via a Web browser over the internet or intranet. It also provides links to other learning resources available outside of the course, such as reference documents and emails, and live discussion groups. It is also referred to as E-Learning.

Intranet
The online means in which an organisation makes available its training, development and human resources support (see Learning Management System).

Job Description
A formal statement of duties required to fulfil a job, these can include job purpose, main responsibilities (KRA’s/KPI’s), knowledge, skills and qualifications required.

Johari Window©

A technique developed and used by Joseph Luft and Harry Ingham in California in 1955 to help people improve self-awareness, mutual understanding and relationships between themselves and others. The model includes four ‘windows’ to represent the location of ideas and information available, within a group of people. Helps to develop a leader’s role through self awareness and by increasing the Public Window will deliver greater mutuality.

Public
Information that is KNOWN or SHARED by all parties.
Clarity in what you want and what others want.
 
Hidden
Information YOU know but OTHERS DO NOT.
Others cannot use information they do not have.
 
Blind Spot
Information OTHERS KNOW but YOU DO NOT.
Cannot address what you do not know.
 
Unknown
Unknown opportunities.
Everyone is in the dark.

Kaizen
Means ‘improvement’, or ‘change for the better’ in Japanese and refers to philosophy or practices that focus upon continuous improvement of processes in manufacturing, engineering, game development, and business management (see Six Sigma). Embedding Kaizen into the workplace defines that the organisation and all of its people will work towards continuously improving its processes to reduce waste and cost (efficiency and productivity). The process of Kaizen is embedded into Toyota and it has for many years now been a role model example of the results it can enable an organisation to achieve.

Key Performance Indicators (KPI’s)
The measurement indicators that are in place in an organisation to measure individual and or group performance.

Key Responsibility Areas (KRA’s)
These are areas of performance that an individual or group is responsible for achieving, they are normally defined in a Job Description or through organisational Values and Behaviours.

Kirkpatrick Four Levels of Evaluation

In 1959 Donald Kilpatrick created a model to evaluate learning, it is based on 4 levels of attainment: 

•  Level 1 – is the reaction of student (what they thought and felt about training). 
•  Level 2 – is the learning (the resulting increase in knowledge or capability). 
•  Level 3 – is the behaviour (the extent of behaviour and capability improvement this also covers implementation/application in the workplace). 
•  Level 4 – is the results (the effects on organisation or environment resulting from the participants performance).  

Knowledge
What is known specifically by an individual to effectively accomplish their job or tasks, this is often the technical element of a delivery in a role.

Leadership
To be a leader and take on a leadership role (the person ultimately accountable) requires that person to have followers those working with and for them to deliver theirs and the organisations vision and strategic objectives.

Learning
A relatively permanent change in behaviour that can be measured, the learning occurs by gaining new knowledge and skills from learning, study, instruction or training.

Learning & Development (L&D)
Is the management, provision and facilitation of learning and development of individuals, teams and organisations.

Learning Activities
Events, workshops or exercises that are intended to promote learning.

Learning Analysis
Analysis of each task or competency area to determine what the learner should be able to do upon completion of training and how well they must be able to do it, this includes what skills and knowledge they must be taught in order to meet the end-of-training requirement.

Learning Content Management System (LCMS)
An online management system used to manage learning content. This a platform for subject matter experts and role models to create and host reusable content to avoid duplication of development and captures the best practise to avoid brain drain (people leaving and taking their best practise and expertise with them).

Learning Curve
A measurement curve (graph) reflecting the rate of improvement in performing a new task as a learner practices and uses their newly acquired skills.

Learning Decay
Is the decrease of learned knowledge and skills over a period of time, decay can simply be caused by lack or practise when back in the workplace.

Learning Management System (LMS)
Software that has the ability to track, deliver and manage training and development. In many organisations it encourages learning driven development by providing navigation and access to available training both on and off line. It is also used as a reference point for other learning available e.g. library, CD’s, DVD’s etc, recording of what each person has completed linking into organisational performance management.

Learning Needs Analysis (LNA)
Will monitor and assess an organisations capabilities and performance, alongside any available skills/knowledge/competence to identify the learning requirements of the organisation and its employees.

Learning Needs Survey
Is a method for conducting a Learning Needs Analysis to establish the needs of individuals and the organisation. A questionnaire is completed by all of the employees and/or customers/contacts of an organisation to determine where the areas of improvement are needed and this determines its learning needs.

Learning Objective
A statement of what the learners will be expected to do when they have completed a specified course or programme.

Learning Organisation
An organisation committed to training and developing all of their staff as part of its overall organisational development strategy, to deliver and satisfy business demands/needs to achieve success.

Learning Outcomes and Learning Objectives
Pre-determined goals specified before a learning event commences to measure the relative success of the event.

Learning Portal
Any Website that offers learners or organisations consolidated access to learning and training resources from multiple sources.

Learning Styles – Honey and Mumford

An individual’s preference to using one’s cognitive abilities and physiological factors that serve as relatively stable indicators of how they perceive, interact with, and respond to the learning environment. There are two main characteristics of learning they are – right brain (intuitive, spontaneous, qualitative) and left brain (factual, analytical and quantitative), the third is whole brain which as it says uses the whole brain and therefore there is little preference to the way they learn and an example of a whole brain person was Walt Disney.

In 1982 research completed on Learning Styles by Peter Honey and Alan Mumford concluded that from the right and left characteristics of the brain there comes 4 main learning styles, the style an individual prefers to learn in is directly linked to the type of personality they have.

Right brain dominance will be demonstrated by an Activist or Pragmatist learning style – they will prefer pictures, mind maps, might be doodlers, will respond to humour and may be animated people. They can work from Z-A. Left brain dominance will be demonstrated by a Reflector or Theorist learning style – they will like to see an agenda, like logic sequencing and detail, be organised and methodical. They can work from A-Z.



Learning Style: Activist – likes to be involved in new experiences and are enthusiastic about new ideas. They enjoy doing things and tend to act first and consider the implications afterwards. They are unlikely to prepare for the learning experience or review their learning afterwards.
Activists learn best when: involved in new experiences, problems and opportunities, working with others in team tasks or role-playing, being thrown in the deep end with a difficult task, chairing meetings, leading discussions.  
Activists learn less when: listening to lectures or long explanations, reading, writing or thinking on their own, absorbing and understanding data, following precise instruction to the letter.

Learning Style: Pragmatist – are eager to try things out. They like concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth. 
Pragmatists learn best when: there is a link between the topic and job, they have the chance to try out techniques, they are shown techniques with obvious advantages such as saving time, they are shown a model they can copy. 
Pragmatists learn less when: there is no obvious or immediate benefit that they can recognise, there is no practice or guidelines on how to do it, there is no apparent benefit to the learning, the event or learning is ‘all theory’.

Learning Style: Reflector – like to view the situation from different perspectives. They like to collect data, review and think carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. 
Reflectors learn best when: observing individuals or groups at work, reviewing what has happened and thinking about what they have learned, producing analysis and reports doing tasks without tight deadlines. 
Reflectors learn less when: acting as leader or role-playing in front of others, doing things with no time to prepare, being thrown in at the deep end, being rushed or worried by deadlines.

Learning Style: Theorists – like to adapt and integrate observations into complex and logically sound theories. They think problems through step-by-step. They tend to be perfectionists who like to fit things into a rational scheme. 
Theorists learn best when: put in complex situations where, they have to use their skills and knowledge, they are in structured situations with clear purpose, they are offered interesting ideas or concepts even though they are not immediately relevant, they have the chance to question and probe ideas. 
Theorists learn less when: they have to participate in situations which emphasise emotion and feelings, the activity is unstructured or briefing is poor, they have to do things without knowing the principles or concepts involved, they feel they’re out of tune with other participants, e.g. people with different learning styles. 

Lifelong Learning
The concept of ‘continuous personal development’ through a learners self-actualised learning.

LOT (Listen, Open Questions, Timing)

A simple tried and tested answering strategy for achieving better outcomes from influencing when faced with objections.

•  L – Listen to what is really being said.
•  O – Open Questions will help you understand what lies beneath an objection.
•  T – Timely deal with objections at an appropriate time.

M-Learning (Mobile Learning)
The process of e-learning through a mobile device, such as an mp3 player (iPod), smart phone portable computer, or iPad. As the title says it is mobile learning and as such needs no fixed or predetermined location.

Management
The overall function of a manager to organise develop and work with others to achieve common goals and objectives

Maslow’s Hierarchy of Needs

A theory in psychology proposed by Abraham Maslow in 1943 in his paper on ‘Theory of Human motivation’ it describes the way in which humans’ basic needs are supplanted by ‘higher needs’ once they have been satisfied. The four ‘lower needs’ are grouped under the term ‘deficiency needs’ and include physiological (e.g. eating, drinking, breathing etc), safety (e.g. physical security, employment, health etc), love and belonging (e.g. friendship and family), and esteem (e.g. respect, self-respect etc) needs. The ‘higher needs’ are also known as ‘growth needs’ and include self-actualisation (i.e. to strive to achieve) and self-transition (i.e. spiritual needs).

Maze Teamdynamix©
A high performance teams model used by Maze to align unique organisational competencies and values to drive and deliver high performance within teams.

mazeROI©
An online process used by Maze to determine the return on investment as a result of training, using a 360 degree assessment process that assesses, benchmarks and calculates the learning improvement around knowledge, skill and attitude allowing organisations to make more informed decisions around future training.

McKinsey 7S Framework
The McKinsey 7S model involves seven interdependent factors which are categorized as either “hard” or “soft” elements: Hard Elements - Strategy, Structure, Systems Soft Elements - Shared Values, Skills, Style, Staff The model is based on the theory that, for an organisation to perform well, these seven elements need to be aligned and mutually reinforcing. So, the model can be used to help identify what needs to be realigned to improve performance, or to maintain alignment (and performance) during other types of change.

Measurement
An assessment tool to provide feedback to the learner, trainer and organisation, determining if the learning objectives/outcomes have been achieved.

Media
The means by which material is presented to learners; e.g. workbook, film, slides, computer, CD etc.

Mehrabian (Albert) Communication Model
Professor Albert Mehrabian was the pioneer to understanding communication, since the 1960’s his widely quoted statistics for the effectiveness of communication have often been over simplified however Mehrabian says that the feelings and attitude to the way we communicate are as follows: 7% is in the words that are spoken, 38% is in the paralinguistic the way in which the words are said, 55% is in the facial expression.

Mentoring
Often confused with Coaching, Mentoring shares their experiences and provides guidance to help less experienced people. Often a mentor will come from within an organisation, however increasingly people are starting to use external Mentors as they feel they can add a different dimension to the individual.

Meta Skills
Cognitive strategies that an individual applies to the processing of new information (a scenario not previously experienced). These skills include chunking or organising the new information, recalling previous relevant information, adding the new information to the old information, and creating new information with confidence.

Mid-year Review
A review that is carried out mid way between annual Personal Development Reviews to monitor the progress of personal development and business objectives set within a Personal Development Plan. This would usually be less formal than the Personal Development Review and would be driven by the person being reviewed.

Mind Mapping
A technique invented by Tony Buzan following extensive research on taking effective notes which proved that if a learner writes down key words in a random pattern on a page and builds on these with spines to expand areas and ideas it is an excellent way of creative thinking and retaining the information especially for people with a right brain dominance.

Modelling
The process of observing and mapping the successful behaviours of other people often used when writing competencies and behaviours.

Monthly One-to-One
A monthly meeting between an employee and their manager to review their personal performance and achievement of previously agreed objectives and actions. The review normally considers what has gone well, not well and what needs to be done differently. The time spent should focus on the needs of the person being reviewed not the reviewer and is usually conducted in a coaching style.

Motivation
The reason or reasons for someone to act or behave in a particular way, it is the general desire and willingness to do something. Motivation is a phase within The Maze© (see Maze© The) that relates to the reason why the objective, project or task is being done.

MOZAIC
The pneumonic of The Maze© (see Maze© The) is MOZAIC a reminder of the small number of individual pieces that seen together through The Maze© framework increase awareness of the overall picture and requirements of what we need to accomplish to achieve the desired result.

Multimedia Training
A resource for delivering training in a variety of different media, this would include graphics, video, audio and animation.

Myers-Briggs Type Indicator (MBTI®)
Based on Jung’s Psychological Type theory, this technique was developed to evaluate different personalities by identifying key preferences on scales known as dichotomies. Dichotomies are: ‘extraversion-introversion’, ‘sensing-intuition’, ‘thinking-feeling and judging-perceiving’. In order to determine a type, an individual answers a series of criteria and their answers show them which end they prefer on each scale. Based on these results individuals are given a four letter code that reveals their type (e.g. EIFJ or ISTJ etc).

Needs Analysis
A method used to determine training needs by reviewing work tasks, identifying performance factors and objectives, and defining training objectives and recommendations.

Neuro-linguistic Programming (NLP)
An approach to communication, personal development and psychotherapy created in the 1970s. The title refers to a stated connection between the neurological processes (”neuro”), language (”linguistic”) and behavioural patterns that have been learned through experience (”programming”) and can be organised to achieve specific goals in life.

Objective
Something a person focuses their efforts and actions on to achieve or accomplish for example a specific goal or target they wish to achieve through a series of goals and tasks.

On-the-Job-Training (OJT)
Formal training for learning new skills and knowledge needed to perform a job, this training takes place in the actual work place ‘on the job’ this is often delivered by a manager or peer and more often than not on a one to one basis.

One-to-Many Training
Training/learning delivered to more than one delegate/learner in workshop, group or classroom format (group training).

One-to-One Training
Training/learning that is delivered to only one participant/learner at a time e.g. mentoring.

OODA Loop

This practical model outlines a four point decision loop that supports quick, effective and proactive decision making. 

•  Observe - collect current information, 
•  Orient – analyse the information you have and update your current reality, 
•  Decide – what will be your course of action, 
•  Act – follow through on your decision. 

With this approach the faster you can move through the phases the better and when you have acted you can repeat the loop by observing the results of your actions etc.

Overt Behaviour
Behaviour that can easily be observed by others.

Participative Design
A process used where training design is achieved by the participation of other functions and departments to enhance the design and buy-in by key stakeholders.

Passive Learning
Learning where no feedback is given to a user’s response.

Perceptual Modality
The learning style that refers to the primary way our bodies take in and perceive information; visual, auditory, kinaesthetic, and tactile (VAK).

Performance
The accomplishment of an objective or task, in accordance with a set standard of completeness and accuracy.

Performance Gap
The demonstrable gap that exists between desired and actual performance.

Performance Improvement
A systematic process of discovering and analysing human performance improvement gaps, planning for future improvements in human performance, designing and developing interventions to close performance gaps, implementing the interventions, and evaluating the financial and nonfinancial results.

Performance Improvement Plan (PIP)
A plan used to structure performance improvement objectives where you are trying to avoid formal action. It gives the opportunity for the under performer to improve in areas that have been identified as a cause for concern and where there is a required improvement to achieve the desired and acceptable level or performance.

Performance Measures
Actions that can be objectively observed and measured to determine if a person has performed them to the required standard.

Performance Objective
A predetermined criteria used for prescribing the desired level of performance, this is a generic term and may be either a criterion objective or an enabling objective.

Performance/Systems Analysis
The name given to the process of identifying learning needs using the analysis of business needs.

Person Specification
This specification will often sit alongside a Job Specification used for recruitment, it should profile the characteristics of the ideal person for the job.

Personal Development Plan
The output of a Personal Development Review (see Personal Development Review) it is a commitment to a series of development objectives that are driven from a number of sources they are likely to sit under Personal and Business. The Personal objectives will include those that relate to competencies and behaviours and Business ones are likely to relate to Strategic Aims and objectives and the overall Business or department objectives.

Personal Development Review
An annual review meeting to appraise the year’s performance against set criteria e.g. competencies and behaviours, this could involve numerical scoring. The review meeting will be proceeded by the reviewee and the reviewer collecting evidence to demonstrate their opinion on the level of performance or lack of performance in order for them to have a meaningful discussion. The output of the review will be the creation of a Performance Development Plan.

Pilot
A Pilot will sometimes be run with a sample of the target participants to tryout the training course, programme or workshop, this provides the opportunity to measure its effectiveness, review and change exercises and timings to ensure a fit for purpose roll out to the wider audience.

Podcasting
The syndicated distribution of audio files may also include any media, such as video and written materials. In learning, podcasts are a useful way of distributing formal and informal content.

Practical Exercise
A technique used during a training session that permits participants to acquire and practice the knowledge, skills, and attitudes necessary to successfully perform one or more training objectives.

Practice
Repeated and systematic performance of a job or task to gain the required skills to perform proficiently.

Psychological Type Theory – Carl Jung
Carl Jung was a Swiss psychiatrist and the founder of analytical psychology, he developed the theory of Psychological Types, which explained behaviours based on mental processes, and the differences between these from individual to individual. Jung’s work was built upon by Katherine Myers and Isabella Briggs in the Myers Briggs Personality Type Indicator®. Jung considered individuation, the psychological process of integrating the opposites, including the conscious with the unconscious whilst still maintaining their relative autonomy that is central to human development, the four dimensions are ‘extroversion and introversion’, ‘sensing and intuition’, thinking and feeling’ and ‘judging and perception’ on each dimension people tend to have preferences towards one end of the scale or the other, but we can all use all of the functions when necessary.

Psychometric Testing
The word ‘Psychometric’ originates from the Greek words for mental and measurement and a Psychometric Testing is used to measure a persons mental ability and personality. It is commonly used as a part of the recruitment process to establish greater insight into the applicant many companies also find that this is another part of offering consistency in the recruitment process and at times they can be looking for a specific outcome that they feel is a more fitting profile for the role applied for. It is not usually used in isolation.

Quiz
A short test to measure achievement/competence on training delivered this could be face to face training or through E Learning.

Return on Investment
A financial or practical outcome that demonstrates the return delivered for the investment made, demonstrating if the investment was worthwhile.

Role Model
Delivering a role to the highest possible standard and level of competence consistently so as to be seen as one of the best there can be within an organisation at that given time. The fourth part of the 5 stage ZEBRA© people centric integral phase of The Maze© (see Maze© The) refers to the level of ‘best’ behaviour a person/ people have in order to achieve the desired change/objective.

Role Model Profile
The make up of the calculated percentages of Knowledge, Skill and Attitude that constitutes an organisations optimal mix to achieve the organisational objectives.

Scenario-based Task Analysis
An analysis performed for management and leadership tasks where steps taken are difficult to define or observe.

Schema
In learning psychology, the way in which a human processes, stores and “recreates” information coming into the brain.

Secondments
A timed work placement which can takes place either internally or externally to another organisation. Secondments are used to broaden a person’s knowledge and help them gain more experience and skills.

Seven Habits – Stephen Covey©

In 1989 Stephen R. Covey published a book that described an approach to being effective in attaining goals by aligning oneself to what he called ‘true north’ principles of character. It has since been published in many countries and has sold more than 25 million copies.

The book initially introduces the concept of a paradigm shift and change in mindset and psychologically how two people can see the same thing differently. Each chapter of the book is dedicated to one of the Habits, the first three chapters encouraging the reader to move from dependence to independence. They are:

Habit 1 – Be proactive, 
Habit 2 – Begin with the End in mind, 
Habit 3 – Put First Things First. 

The next three Habits relate to interdependence (working with others) 
Habit 4 – Think Win-Win, 
Habit 5 – Seek First to Understand, then be Understood, 
Habit 6 – Synergise.  

The final Habit relates to self-rejuvenation 
Habit 7 – Sharpen the Saw.

Shadowing
A learning technique used whereby a more experienced or knowledgeable individual allows someone with less experience/knowledge to observe and/or participate in their daily tasks by following and observing them in action and as a result developing the individual skills and building confidence. Pairing up an individual with a peer or colleague whose skill or knowledge is greater in an area they require development, this allows real time on the job development.

Simulation
Any representation or imitation of what the reality is. Often used to simulate a strategy or situation such as problem solving, participants are given a scenario/s that enables them to take on role/s and tasks to deliver a series of objectives. There actions and performance is observed and analysed to give them feedback of their performance. It provides a safe environment to use practical real life skills and is especially valuable in situations where an error or mistake could be dangerous or costly to an organisation.

Six Sigma
This management strategy originated in 1986 when Motorola were driven toward reducing defects and they saw this could be achieved by minimising the variation in production processes, it was also used by General Electric in 1995 as part of their business strategy, one of the most famous users of Six Sigma is Toyota. Six Sigma seeks to improve the quality of process outputs by identifying the causes of errors/defects and minimising the varying standards of manufacturing and business processes. It is in fact delivered through a series of quality management methods and by developing individuals into experts in the methods within the organisation, they are known as Black Belts, Green Belts etc. Each project that is taken through Six Sigma follows a defined sequence of steps and has quantified financial targets (cost reduction/increased profit). One of the tried and tested effective project processes used in Six Sigma is DMAIC (see DMAIC).

Skill
The ability to perform an activity that contributes to the effective performance of a task.

Skills Matrix
A method of analysing team or departmental learning requirements by comparing business requirements alongside the names of team members to illustrate competence against the range of required technical and soft skills. As each member attains a suitable level of proficiency they can be ‘ticked off’ against each of the skills.

Soft Skills
As opposed to hard skills. They are business skills more related to competencies rather than skills, not of a technical nature, examples of this would interpersonal skills, decision making and coaching.

Stakeholders
Parties involved in an initiative or activity with a meaningful interest in its outcome.

Step change
An observable difference that has taken place in a non-continuous way (i.e. as a direct result of a learning/training).

SWOT (Strengths, Weaknesses, Opportunities, Threats)

A tool used for assessing a situation relating to a person, team, department or organisation. By asking and recording what the strengths, weaknesses, opportunities and threats are of the point in question, you will gain a wider view on the areas that require strengthening, removing, changing and building on. It is an excellent team activity for those participating to make a valuable contribution, is also looks at a situation from different perspectives.

T Grow Model
Miles Downer introduced a T standing for Topic to the well known GROW model that was developed by John Whitmore, it is used by individuals and organisations as a coaching method. GROW is an acronym for Goal, Current Reality, Options and Will – they are seen by Whitmore as the four key components of a coaching session.

Talent Management
An organisations commitment to support and develop there talented individuals or those who have been identified as future Director potential. Alternatively it could mean how the talent of the organisation is managed in order to fulfil the future needs of that organisation.

Task
An element of work that is completed to achieve a larger objective or goal, it has a start and end point and it is ultimately what you do to change the outcome.

Task Analysis
A method of identifying measurable behaviours involved in the performance of each task in a particular job, broken down by the skills, knowledge and attitudes required to successfully perform each one.

Task Inventory
A method of analysis in which a job is broken down into a series of tasks, as a whole they result in the accomplishment of a stated objective. Tasks should have a beginning and an end and constitute a measurable component of a specific job. Inventories can be compiled for each job in a department or for the organisation as a whole.

Test
A technique used to measure the performance, skill level, or knowledge of a specific subject matter. It usually involves quantification of results – a number that represents an ability or characteristic of the person being tested.

The Maze©
A performance alignment framework that helps individuals and organisations through 10 phases to enable them to amaze themselves more often, increase productivity and profitability. The 10 phases are Motivation, Objective, ZEBRA (Zest, Empowerment, Belief, Role Model, Action), Accountability, Imagination and Clarity. It is also a highly successful and widely used coaching framework. The pneumonic of The Maze© is MOZAIC a reminder of the small number of individual pieces that seen together through The Maze© framework increase awareness of the overall picture and requirements of what we need to accomplish to achieve the desired result.

Total Quality Management (TQM)
The TQM System was originally developed by a number of American Management Consultants including W Edwards Deming, Joseph Juran and AV Feigenbaum, soon after in Japan it was embraced and seen as a way of developing manufacturing excellence. TQM is a philosophy for continuously improving the quality of products and processes. It functions on the premise that the quality of products and processes is the responsibility of everyone who is involved in the creation and consumption of the product or service this included the management, workforce, suppliers and customers, the idea being that through continuous improvement there is the ability to exceed customer expectations. Some of you may have heard of Six Sigma, this is a newer concept to TQM (see Six Sigma).

Trainer
A person who directs learners through a variety of learning theories and methods to make them more proficient in skills and tasks using instruction, coaching and facilitating techniques to deliver a set of agreed learning objectives.

Training
Learning that is delivered to improve people’s knowledge, skills and behaviours in the way they perform their present job.

Training Cycle
An established model that describes the process an organisation takes to identify its organisational goals, gaps in performance, training needs, design, plan and training delivery, assess learners and evaluate the outcome of the events success. These elements are a continuum to demonstrate the inter-relationship between each stage.

Training Needs Analysis
A process used to analyse the individual, group and organisational training needs often defined and calculated from Personal Development Plans and Annual Review data, based on the need identified to improve levels of competence and performance.

Transactional Analysis (Ego States)
In the 1950’s psychologist Eric Berne developed the concept of Interpersonal Styles, his research identified that there are 3 types of behaviour Parent, Adult and Child. According to Berne, Adult state is in evidence when we are operating in the here and now; we process information rationally and make decisions about how to act. Parent & Child are archaic i.e. it is based on information we have seen or done in our past. Parent state - is in evidence when we are replaying behaviour, thoughts or feelings that we have learned from someone else in our past. Child state - is in evidence when we are replaying behaviour, thoughts or feelings that we ourselves experienced in the past. To be a more skilled communicator you need to identify quickly which of these behaviours is at play and select the complementary way to communicate back with them.

Transfer of Learning
The successful implementation and application of new skills and ideas gained through training into the workplace or similar real world environment.

Tuckman’s Stages of Group/Team Development

In 1965 Bruce Tuckman first proposed that for a group/team to face up to new challenges, tackle problems and deliver results they had to go through four phases. They are:

•  Forming - Initial stage, the group is only a collection of individuals at this stage they are polite, guarded, watchful and impersonal, concerned about the structure and their place in it and dependent on the leader.
•  Storming – Confronting people, sub-grouping, conflicts, feeling stuck, noisy, rebellion, frustration about goals and actions, dissatisfied with dependence on authority, competing for power and or attention, feel confused and incompetent.
•  Norming – Clear roles emerge, skills develop, establish procedures, give feedback, confront issues, open exchanges, more listening, move to group cohesion. Increased satisfaction, discrepancies resolved, greater harmony, self esteem, confidence, support and respect, greater sharing of responsibility and control, team language  developing.
•  Performing – Resourceful, flexible, open effective, close, supportive, collaborative, inter-dependent, positive, feeling of team strength, shares leadership, high performance.

There is a 5th stage which is not identified on the graph which is Transforming, this is only relevant for temporary teams that are brought together for a particular project – the transforming stage is where the team begins to wind up its operations, there may be concern over the impending dissolution of the team and a sense of sadness mixed with gratification.

Value Chain
Michael Porter’s 1975 model for analysing the specific activities through which organisations can create value and competitive advantage. The organisation’s primary activities are divided into five linked functions as follows: Inbound logistics; Operations; Outbound logistics; Marketing and sales; and Service.

Workbook
A book that may otherwise be known as a handout (see Handout) that includes information and exercises to assist the participant with achieving learning objectives of the course or programme. Often designed to allow the participant the opportunity to personalise with their own notes.

Worked Sample
The use of a number of random samples to determine the frequency with which certain activities are performed. Performance on a work sample is frequently used as a criterion against which prediction devices in evaluation are validated.

XYZ
3-stage model from Maze to gain clarity as a means to self assist the reduction of stress.
X = X marks the focus
Y = Why does it matter?
Z = Zest... how energised do you feel about this?

Y7
Concept of drilling down to level of essential/core motivational drivers, to then look at alignment of actions to best ‘fit’ these drivers.

ZEBRA© (Zest, Empowerment, Belief, Role Model, Action)
The 5 stage people centric phase of The Maze© (see Maze© The) ZEBRA is an acronym that represents your current state or the state of the team you are or will be working with. Zest (Z) is the level of readiness and energy, Empowerment (E) is the feeling of autonomy, Belief (B) is the level of self belief, Role Model (R) is being the best you can be, demonstrating the highest level of Knowledge, Skill and Attitude. Action (A) is your ability to take action now.

ZEST
The first part of the 5 stage ZEBRA© people centric integral phase of The Maze© (see Maze© The), refers to the level of readiness and energy a person/people have in order to achieve the desired change/objective.