Corporate Training Glossary: 60 L&D Terms Explained

Training design and evaluation

L&D (learning and development)

L&D (learning and development) is the organisational function responsible for building employees' knowledge, skills and behaviours in line with business goals. It typically covers needs analysis, programme design, delivery, evaluation, leadership development and learning technology. In many Indian organisations L&D sits within HR, while larger enterprises and GCCs often run it as a separate team or internal academy. Related: Corporate Learning and Development Strategy

Training needs analysis (TNA)

Training needs analysis (TNA) is the systematic process of identifying the gap between the performance an organisation needs and the performance it currently gets, and deciding which gaps training can close. It is usually done at organisational, task and individual levels, using interviews, surveys, performance data and assessments. A TNA also identifies gaps that need non-training fixes, such as process or tool changes. Related: Training Needs Analysis Workshop

Learning objectives

Learning objectives are specific, measurable statements of what a participant will be able to do after a learning activity. Robert Mager's 1962 book Preparing Instructional Objectives set out the widely used three-part form: the observable performance, the conditions under which it is performed and the criterion for acceptable performance. Well-written objectives guide content, activities and assessment design. Related: Instructional Designing for Trainers

Bloom's taxonomy

Bloom's taxonomy is a hierarchical classification of learning objectives by level of thinking, published by Benjamin Bloom and colleagues in 1956. Its 2001 revision by Lorin Anderson and David Krathwohl names six cognitive levels: remember, understand, apply, analyse, evaluate and create. Instructional designers use it to write objectives and match activities and assessment questions to the intended level. Related: Instructional Design for Trainers

ADDIE model

The ADDIE model is a five-phase instructional design framework: Analysis, Design, Development, Implementation and Evaluation. It traces to the instructional systems development model created at Florida State University in 1975 for the US armed forces. ADDIE is usually run as a linear sequence, with evaluation feeding improvements into later versions of a programme. Related: ADDIE Model Training Design

SAM (Successive Approximation Model)

SAM (Successive Approximation Model) is an iterative instructional design model introduced by Michael Allen, with Richard Sites, in the 2012 book Leaving ADDIE for SAM. Instead of completing each phase in sequence, teams build quick prototypes, review them with stakeholders and learners, and refine them in short repeated cycles of evaluate, design and develop. It suits projects where requirements are likely to change. Related: Instructional Designing for Trainers

Learning experience design (LXD)

Learning experience design (LXD) is the practice of designing learning around the learner's whole experience, not only the content to be covered. It combines instructional design with user-centred design methods such as learner personas, journey mapping and prototyping. LXD considers context, motivation, format and follow-up, and is often applied to blended programmes and learning journeys. Related: Learning Experience Design Course

Kirkpatrick model

The Kirkpatrick model is a four-level framework for evaluating training, introduced by Donald Kirkpatrick in a series of articles in 1959. Level 1 measures reaction, Level 2 learning, Level 3 behaviour on the job and Level 4 business results. Most organisations measure Levels 1 and 2 routinely; Levels 3 and 4 require planning before the programme starts. Related: Measuring Training ROI: Four Evaluation Levels

Phillips ROI methodology

The Phillips ROI methodology is an evaluation approach developed by Jack J. Phillips that adds a fifth level, return on investment, to Kirkpatrick's four levels. It converts programme results into monetary value, isolates the effect of training from other factors and compares net benefits with fully loaded costs. It also reports intangible benefits that cannot credibly be converted to money. Related: Corporate Training ROI

Training ROI

Training ROI is the financial return of a training programme expressed as a percentage of its cost, calculated as net programme benefits divided by programme costs, multiplied by 100. A result of 50% means each rupee invested was recovered plus 50 paise. Credible ROI figures depend on isolating training's effect and agreeing the measures with business leaders in advance. Related: Measuring Training ROI: Four Evaluation Levels

70-20-10 model

The 70-20-10 model is a guideline that about 70% of professional learning comes from on-the-job experience, 20% from relationships such as coaching and feedback, and 10% from formal training. It grew out of Center for Creative Leadership research and is usually credited to Michael Lombardo and Robert Eichinger (1996). It is a planning heuristic, not a fixed ratio. Related: Learning Journeys

Delivery formats

Instructor-led training (ILT)

Instructor-led training (ILT) is training delivered by a trainer or facilitator to a group in real time, traditionally in a classroom. It allows discussion, practice, role plays and immediate feedback, which makes it well suited to behavioural and interpersonal skills. When the same live format runs over video conferencing it is called virtual instructor-led training (VILT). Related: Classroom Training

Live virtual classroom

A live virtual classroom is a real-time online training session in which a facilitator and participants meet over a video platform and use tools such as breakout rooms, polls, chat and whiteboards. Effective virtual sessions are usually shorter than classroom days, with frequent interaction every few minutes. It is the most common format for distributed and hybrid teams. Related: Live Virtual Classes

Blended learning

Blended learning is a programme design that combines two or more delivery formats, typically live instructor-led sessions with self-paced digital content, on-the-job assignments and coaching. Each format is chosen for what it does best, for example e-learning for knowledge and live sessions for practice and feedback. Blended designs tend to spread learning over weeks rather than a single event. Related: Blended Learning

Microlearning

Microlearning is the delivery of learning in short, focused units, usually between two and ten minutes, each covering a single objective. Formats include short videos, quizzes, infographics, flashcards and mobile nudges. Microlearning works well for reinforcement, refreshers and performance support at the moment of need, but is less suited to complex skills that need extended practice. Related: Microlearning Design Workshop

Experiential learning

Experiential learning is learning through direct experience followed by reflection. David Kolb's 1984 experiential learning cycle describes four stages: concrete experience, reflective observation, abstract conceptualisation and active experimentation. In corporate training it underpins simulations, role plays, case work, outbound activities and project assignments, with debriefing as the step that turns activity into learning. Related: Outbound Experiential Learning

Outbound training

Outbound training is experiential training conducted outside the workplace, often at an outdoor or resort venue, using structured team activities and challenges followed by facilitated debriefs. It is commonly used for team building, leadership, trust and collaboration. Its value depends on linking each activity to workplace behaviours during the debrief rather than on the activities themselves. Related: Outbound Training

Theatre-based training

Theatre-based training is a learning method that uses drama techniques such as role play, improvisation, forum theatre and scripted scenes to build communication and interpersonal skills. Participants rehearse real workplace conversations, observe alternative responses and receive feedback in a safe setting. It is often used for leadership presence, difficult conversations, customer handling and inclusion topics. Related: Theatre-Based Training

Gamification

Gamification is the use of game elements, such as points, levels, badges, leaderboards, challenges and immediate feedback, in non-game settings like training. It aims to raise engagement, motivation and practice frequency. It differs from game-based learning, where a complete game or simulation is the learning activity. Poorly designed leaderboards can discourage lower performers. Related: Gamification in Learning

Learning journey

A learning journey is a structured sequence of learning activities spread over weeks or months towards a defined capability, rather than a single training event. A typical journey combines pre-work, live workshops, on-the-job assignments, coaching, peer learning and assessment checkpoints. The design reflects research on spaced practice and the need to apply new skills at work. Related: Learning Journeys

LMS (learning management system)

An LMS (learning management system) is software used to host, assign, deliver, track and report on learning. Typical features include course catalogues, enrolment, SCORM content playback, assessments, certificates, compliance tracking and dashboards. A learning experience platform (LXP) is a related tool that focuses more on content discovery and personalised recommendations. Related: Learning Management Platform

SCORM

SCORM (Sharable Content Object Reference Model) is a set of technical standards that lets e-learning content run in, and report results to, any compliant LMS. It was developed by the Advanced Distributed Learning (ADL) Initiative of the US Department of Defense, with the first version released in 2000. SCORM 1.2 and SCORM 2004 remain the most widely used versions. Related: E-learning Content Development

Trainer development

Train the trainer (TTT)

Train the trainer (TTT) is a programme that prepares people to design and deliver training to others. It typically covers adult learning principles, needs analysis, session design, facilitation, handling participants and evaluation, with practice deliveries and feedback. Organisations use TTT to build internal trainer pools. Bodhih's Train the Trainer program is ranked among the global top 7 by Technavio. Related: Train the Trainer Certification

Master trainer

A master trainer is an experienced trainer who is qualified to train and certify other trainers, not only end learners. Master trainers design trainer programmes, observe and assess practice deliveries, coach trainers and maintain delivery quality across a trainer network. The role is common in cascade training models, where one master trainer prepares many trainers who then train frontline staff. Related: Master Trainer Certification

NSDC ToMT (Training of Master Trainers)

NSDC ToMT (Training of Master Trainers) is a programme within India's government skilling ecosystem, run through the National Skill Development Corporation and Sector Skill Councils, that prepares master trainers to train trainers for vocational qualifications. It is aligned to the national qualification framework and serves government skilling schemes rather than corporate learning. Related: Master Trainer Certification India

Facilitation

Facilitation is the skill of guiding a group through a process so that participants do most of the thinking, discussing and deciding, while the facilitator manages structure, time, participation and energy. It differs from presenting, where the speaker transfers content. Core facilitation skills include questioning, active listening, managing group dynamics and running debriefs. Related: Facilitation Skills Training

Subject-matter expert (SME)

A subject-matter expert (SME) is a person with deep knowledge of a specific topic, process or technology who provides content for training or delivers it. SMEs supply accuracy and credibility, while instructional designers and trainers shape that knowledge into learning. Many organisations put SMEs through train the trainer programmes so they can teach effectively. Related: Train the Trainer for Subject-Matter Experts

Assessment and feedback

Competency framework

A competency framework is a structured set of the knowledge, skills and behaviours required for roles in an organisation, usually with defined proficiency levels and behavioural indicators. The modern competency movement is commonly traced to David McClelland's 1973 paper Testing for Competence Rather Than for Intelligence. Frameworks are used for hiring, performance reviews, development plans and 360-degree feedback. Related: Competency Framework for 360 Reviews

Behavioural competencies

Behavioural competencies are observable patterns of behaviour, such as communication, collaboration, decision-making and customer orientation, that distinguish effective performance in a role. They complement technical or functional competencies. Richard Boyatzis's 1982 book The Competent Manager helped establish the approach. Behavioural competencies are assessed through behavioural interviews, 360-degree feedback, assessment centres and psychometric tools. Related: Behavioural Competency-Based Training

360-degree feedback

360-degree feedback is a development process in which an employee receives structured, usually anonymous ratings and comments from their manager, peers, direct reports and sometimes customers, compared with their own self-rating. It came into wide organisational use in the 1990s. It is most effective when used for development rather than pay decisions and followed by a debrief and plan. Related: 360-Degree Feedback

DISC

DISC is a behavioural model that describes four styles: Dominance, Influence, Steadiness and Conscientiousness (sometimes Compliance). It is based on the theory set out by psychologist William Moulton Marston in his 1928 book Emotions of Normal People; questionnaire-based assessments were developed on it later. DISC is used for team communication and self-awareness, not for selection decisions on its own. Related: DISC Assessments

Psychometric assessment

A psychometric assessment is a standardised test that measures psychological attributes such as aptitude, personality, behavioural preferences, values or emotional intelligence. Good psychometric tools are tested for reliability, meaning consistent results, and validity, meaning they measure what they claim. They are used in hiring, development and team building, ideally alongside interviews and other evidence. Related: Psychometric Assessments

Assessment centre

An assessment centre is a structured evaluation method in which trained assessors observe candidates across multiple exercises, such as role plays, in-tray exercises, group discussions, case presentations and interviews, against defined competencies. Its business use was pioneered by Douglas Bray in AT&T's Management Progress Study, begun in 1956. A development centre uses the same method for growth rather than selection. Related: Leadership Assessment

Pre- and post-assessment

Pre- and post-assessment is the practice of testing participants before and after a training programme on the same objectives to measure change in knowledge or skill. It supports Kirkpatrick Level 2 evaluation and helps tailor content to participants' starting level. Online platforms, such as Bodhih's AssessAll AI assessment platform, allow these tests to be run and scored at scale. Related: AI Assessment Platform

Leadership and people development

Individual development plan (IDP)

An individual development plan (IDP) is a written plan, agreed between an employee and their manager, that sets out development goals, the actions to reach them and timelines. Actions usually mix stretch assignments, coaching, mentoring and formal training, reflecting the 70-20-10 model. IDPs are often built from performance reviews, 360-degree feedback or assessment results. Related: Individual Development Plans

High-potential employee (HiPo)

A high-potential employee (HiPo) is an employee assessed as having the ability, motivation and learning agility to grow into significantly larger roles, usually leadership roles. Potential is different from current performance; strong performers are not always high-potential. Organisations identify HiPos through tools such as the nine-box grid, assessments and talent reviews, then invest in accelerated development. Related: High-Potential Leadership Program

Succession planning

Succession planning is the process of identifying critical roles and preparing internal candidates to fill them when they fall vacant. It involves assessing readiness, naming successors at different readiness levels, and closing gaps through development plans, coaching and stretch roles. It reduces disruption from planned and unplanned exits and supports leadership continuity. Related: Succession Planning Training

Coaching vs mentoring

Coaching is a structured, usually time-bound conversation process that helps a person set goals and find their own solutions, mainly through questioning; John Whitmore's GROW model is a widely used structure. Mentoring is a longer-term relationship in which a more experienced person shares advice, knowledge and networks. Coaching draws out answers; mentoring passes on experience. Related: Coaching and Mentoring

First-time manager

A first-time manager is an employee who has moved from an individual contributor role into managing people for the first time. The transition requires new skills, including delegation, giving feedback, one-on-ones, goal setting and handling performance issues, and a shift from personal output to team results. First-time manager programmes are among the most common leadership investments in Indian organisations. Related: First-Time Manager Training

Situational leadership

Situational leadership is a leadership model in which the leader adapts their style to the competence and commitment of the person for a specific task. It was developed by Paul Hersey and Ken Blanchard in the late 1960s. The four styles are directing, coaching, supporting and delegating, moving from high direction to high autonomy as readiness grows. Related: Leadership Styles Training

Tuckman's stages of group development

Tuckman's stages of group development is a model describing how teams mature, proposed by Bruce Tuckman in 1965. The original four stages are forming, storming, norming and performing; a fifth stage, adjourning, was added with Mary Ann Jensen in 1977. Managers use it to anticipate conflict and adjust their support as a team develops. Related: Team Building

Psychological safety

Psychological safety is a shared belief within a team that it is safe to take interpersonal risks, such as asking questions, admitting mistakes or raising concerns, without fear of embarrassment or punishment. Amy Edmondson of Harvard Business School defined the team-level concept in a 1999 study. It is linked to learning, error reporting and team performance. Related: Psychological Safety Training

Workplace skills

Emotional intelligence (EI)

Emotional intelligence (EI) is the ability to recognise, understand and manage one's own emotions and to recognise and influence the emotions of others. Psychologists Peter Salovey and John Mayer introduced the concept in 1990, and Daniel Goleman's 1995 book Emotional Intelligence popularised it in workplaces. Goleman's model covers self-awareness, self-management, social awareness and relationship management. Related: Emotional Intelligence Training

Growth mindset

Growth mindset is the belief that abilities can be developed through effort, good strategies and feedback, as opposed to a fixed mindset, which treats abilities as innate and unchangeable. The concept comes from Stanford psychologist Carol Dweck's research, summarised in her 2006 book Mindset. In organisations it is linked to learning from mistakes and openness to feedback. Related: Growth Mindset Training

OKRs (objectives and key results)

OKRs (objectives and key results) are a goal-setting framework that pairs a qualitative objective with three to five measurable key results that show whether it has been achieved. Andy Grove developed the approach at Intel in the 1970s, and John Doerr popularised it, including at Google from 1999. OKRs are usually set quarterly and shared openly to align teams. Related: OKR Training

Stakeholder management

Stakeholder management is the process of identifying the people and groups affected by or able to influence a piece of work, understanding their interests and influence, and planning how to engage them. Tools include stakeholder mapping on a power-interest grid and communication plans. The stakeholder concept in management is widely associated with R. Edward Freeman's 1984 book Strategic Management. Related: Stakeholder Management Skills

Consultative selling

Consultative selling is a sales approach in which the salesperson acts as an adviser, diagnosing the customer's business problems through questioning and listening before recommending a solution. It contrasts with product-led selling that starts from features. Mack Hanan's 1970 book Consultative Selling introduced the term. It is common in B2B, banking and complex solution sales. Related: Consultative Selling Skills

Key account management (KAM)

Key account management (KAM) is a structured approach to managing an organisation's most strategically important customers as long-term partnerships rather than individual transactions. It involves account planning, mapping the customer's decision-makers, multi-level relationships, joint value creation and regular business reviews. KAM teams usually look after a small number of accounts that generate a large share of revenue. Related: Key Account Management Training

Soft skills vs behavioural skills

Soft skills are the interpersonal and personal abilities, such as communication, teamwork, adaptability and time management, that shape how people work with others. Behavioural skills is a closely related term, used more often in India, that emphasises observable workplace behaviours which can be defined, assessed and developed against a competency framework. In practice the terms overlap heavily. Related: What Are Behavioural Skills

Campus to corporate

Campus to corporate is the transition of fresh graduates from academic life into professional work, and the training programmes that support it. These programmes typically cover workplace communication, business etiquette, email writing, teamwork, time management, ownership and understanding organisational expectations. In India they are often run as part of induction for large graduate intakes in IT, GCC and BFSI organisations. Related: Campus to Corporate Training

Upskilling vs reskilling

Upskilling is training employees to build deeper or newer skills for their current role, such as a finance analyst learning AI-assisted reporting. Reskilling is training employees to move into a different role, often because their current role is changing or disappearing. Both have grown in importance as AI and automation change job content across functions. Related: Employee Training and Development

AI at work

Generative AI

Generative AI is a category of artificial intelligence that creates new content, such as text, images, code, audio or video, in response to prompts, based on patterns learned from large training datasets. Large language models are the most common workplace example. Outputs can be fluent but inaccurate, so human review of facts, sources and suitability remains necessary. Related: Generative AI Training

AI literacy

AI literacy is the ability to understand what AI tools can and cannot do, use them effectively and safely for work tasks, and judge the quality of their output. It includes knowing how to write clear prompts, verify facts, spot hallucinations, protect confidential and personal data, and recognise bias. It is a baseline skill for all employees, not only technical teams. Related: AI Literacy Training

Prompt engineering

Prompt engineering is the practice of writing and refining instructions to a generative AI model to get accurate, relevant and usable output. Common techniques include giving the model a role and context, stating the task and format clearly, providing examples, breaking complex tasks into steps and asking the model to check its work. Results still need human verification. Related: Prompt Engineering Training

Shadow AI

Shadow AI is the use of AI tools at work without employer approval or oversight, such as pasting company data into a personal chatbot account. Its main risk lies in what employees type or paste, not in software installation. Bans tend to push use underground; organisations reduce risk with clear data rules, an approved tool and AI literacy training. Related: Shadow AI

Workslop

Workslop is AI-generated work that looks polished but lacks the substance to move a task forward, a term coined by BetterUp Labs and the Stanford Social Media Lab in 2025. It shifts effort from the sender to the receiver, who must check, correct or redo the work. Teams reduce it through AI literacy, critical thinking and clear quality standards from managers. Related: Workslop

Compliance and context in India

POSH Act 2013

The POSH Act 2013 is the common name for India's Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013. It builds on the Supreme Court's 1997 Vishaka guidelines and requires employers to prevent sexual harassment, set up complaint mechanisms, conduct awareness programmes and act on inquiry findings. Organisations should take specific compliance questions to their legal advisers. Related: POSH Internal Committee Training

Internal Committee (POSH)

The Internal Committee (IC) is the body that every employer with ten or more employees must constitute under the POSH Act 2013 to receive and inquire into complaints of sexual harassment. It is chaired by a Presiding Officer who is a senior woman employee, includes employee members and one external member from an NGO or similar body, and at least half its members must be women. Related: POSH Internal Committee Training

New labour codes (India)

India's new labour codes are four laws that consolidate 29 central labour laws: the Code on Wages 2019, the Industrial Relations Code 2020, the Code on Social Security 2020 and the Occupational Safety, Health and Working Conditions Code 2020. They took effect on 21 November 2025. Central and state rules both apply, so HR teams should confirm specifics with legal advisers. Related: Labour Codes Compliance Training

GCC (global capability centre)

A GCC (global capability centre) is an offshore unit set up and owned by a multinational company to deliver technology, operations, analytics, research and other functions for its global business. Earlier called captive centres, GCCs in India have moved from cost-focused back-office work to product, engineering and decision-making roles. Bengaluru is one of the largest GCC locations. Related: Corporate Training for IT and GCC

Frequently asked questions