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| Section | Weight | Objectives |
|---|
| Topic 1: Coaching, Mentoring, and Change Management | 6% | - Coaching Models and Techniques - Stakeholder Management - Change Management Principles
|
| Topic 2: Instructional Design | 18% | - Content Selection and Sequencing - Learning Experience Design - Needs Analysis - Design and Development - Learning Objectives
|
| Topic 3: Evaluating Impact | 10% | - Return on Investment (ROI) - Reporting and Communication - Measurement Models and Frameworks - Data Collection and Analysis
|
| Topic 4: Business and Strategic Skills | 19% | - Business and Financial Management - Strategic Planning - Organizational Development and Culture - Project Management
|
| Topic 5: Talent Development and Management | 18% | - Engagement and Retention - Talent Acquisition and Onboarding - Performance Management - Career Development and Succession Planning
|
| Topic 6: Learning Technologies | 14% | - Technology Selection and Implementation - Emerging Technologies - Data Analytics and Learning Technologies - Digital Learning Platforms
|
| Topic 7: Facilitation | 10% | - Virtual Facilitation - Group Dynamics and Conflict Resolution - Facilitation Skills and Techniques
|
| Topic 8: Managing the Learning Function | 5% | - Quality Assurance - L&D Department Management - Vendor and Contract Management
|
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ATD The Certified Professional in Talent Development Sample Questions (Q130-Q135):
NEW QUESTION # 130
A talent development (TD) professional works at a small Internet-based company. The TD professional is tasked with training a group of customer service representatives to process refunds in a new software application.
The TD professional is creating the training plan for the new software and wants to develop the learners' troubleshooting skills by incorporating unexpected complexities that staff might encounter.
The training plan is created and approved, and the TD professional develops the training materials.
The TD professional starts the training session with a short lecture, but the learners are being fairly quiet. The TD professional is worried that learners are not understanding the material but are too afraid to ask questions.
What should the TD professional do to encourage learners to ask questions?
- A. Stay on schedule, thereby providing stability for the learners and making them more comfortable.
- B. Pause intentionally and give learners enough time to think of questions.
- C. Ask learners to provide examples of situations they have experienced related to the content.
- D. Stop at natural points and ask if there are any questions.
- E. Pause if two or more learners are talking among themselves, and ask if they have a question.
- F. Have learners wait to ask their questions at the end of the lecture.
Answer: B
NEW QUESTION # 131
A talent development (TD) professional facilitates a three-week training course for all of a company's new hires. Company onboarding guidelines state that new hires must pass the course final exam with a score of
80% or higher in order to continue in the job, but the guidelines also provide for some discretion on the part of the hiring manager.
Participant A fails the final exam with a score of 78%. Participant A was frequently late to training, did not readily participate, and fell asleep twice during the course.
Participant B fails the final exam with a score of 60%. Participant B arrived early every day during training to request additional help, actively participated in group activities, took copious notes, and got along with everyone in the course.
What should the TD professional do?
Over the past six months, 40% of new hires have failed the final exam. The human resources manager questions why the failure rate is so high and asks the TD professional to assess the training course.
- A. Conduct an item analysis on the final exam.
- B. Revise the training to be more interactive.
- C. Conduct a survey of failed candidates.
- D. Change the percentage of correct answers required to pass the final exam.
- E. Compare the course's learning objectives to the knowledge, skills, and abilities covered in the final exam.
- F. Review and update the course's learning objectives.
Answer: A,E
NEW QUESTION # 132
A talent development professional has been hired to assess the motivation of a client's workforce and provide a performance improvement solution. Which three questions would be most important to ask the client?
- A. What goals are the employees accountable for? After a solution is implemented, what will the employees be able to do? What are the objectives for the workforce?
- B. What are the current workflows and workloads? What are the bottlenecks? What aspects of the work are awkward?
- C. What motivates the current workforce? What is causing employees' lack of motivation? What would a motivated workforce look like?
- D. What solutions have you tried in the past for motivating the workforce? What solutions worked? What solutions did not work?
Answer: C
Explanation:
ATD's Performance Improvement modeladvises that "identifying intrinsic andextrinsic motivators, diagnosing causes of demotivation, and defining successful future states are critical diagnostic questions".
Understanding root causes of motivation gaps is essential before prescribing solutions.
Reference:ATD Handbook, Performance Improvement Processes.
NEW QUESTION # 133
A talent development (TD) professional has recently joined an organization and needs to develop the organization's learning strategy. The TD professional has scheduled one-on-one interviews with the various senior leaders. Which question would be most important for the TD professional to include in the interview protocol?
- A. What are the main strengths of the organization's key competitors?
- B. What are the main opportunities and challenges to achieve the organization's goals?
- C. What government regulations impact the organization's business outcomes?
- D. What are the intended learning outcomes for the organization's teams and individuals?
Answer: B
NEW QUESTION # 134
What should a talent development professional do to best facilitate retention in a multi-subject course?
- A. Space activities around each subject throughout the course
- B. Utilize one activity per subject during the course
- C. Put all exercises at the end of the training
- D. Test for all content at the end of the course
Answer: A
Explanation:
According toMake It Stick: The Science of Successful Learning(Brown et al., Certification Reading List), spaced practice- distributing learning activities over time - enhances retention far better than massed practice.
Spreading activities by subject during the course encourages memory encoding and recall.
Reference:Make It Stick: The Science of Successful Learning (2014).
NEW QUESTION # 135
......
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