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| Section | Weight | Objectives |
|---|---|---|
| Topic 1: Evaluating Impact | 10% | - Data Collection and Analysis - Return on Investment (ROI) - Measurement Models and Frameworks - Reporting and Communication |
| Topic 2: Instructional Design | 18% | - Learning Objectives - Content Selection and Sequencing - Learning Experience Design - Needs Analysis - Design and Development |
| Topic 3: Managing the Learning Function | 5% | - L&D Department Management - Vendor and Contract Management - Quality Assurance |
| Topic 4: Coaching, Mentoring, and Change Management | 6% | - Coaching Models and Techniques - Change Management Principles - Stakeholder Management |
| Topic 5: Facilitation | 10% | - Group Dynamics and Conflict Resolution - Virtual Facilitation - Facilitation Skills and Techniques |
| Topic 6: Talent Development and Management | 18% | - Performance Management - Career Development and Succession Planning - Engagement and Retention - Talent Acquisition and Onboarding |
| Topic 7: Business and Strategic Skills | 19% | - Organizational Development and Culture - Business and Financial Management - Strategic Planning - Project Management |
| Topic 8: Learning Technologies | 14% | - Data Analytics and Learning Technologies - Digital Learning Platforms - Emerging Technologies - Technology Selection and Implementation |
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NEW QUESTION # 78
A talent development (TD) professional has been hired as a consultant for a 20-person manufacturing company. The TD professional has not worked in this industry before. Several employees have complained to the human resources (HR) department that some supervisors have been disrespectful toward them when giving feedback. The HR manager decides that company-wide training on appropriate feedback is needed.
The TD professional is assigned to conduct a needs analysis and to report the results to the HR manager in two days.
As a result of the needs analysis, the TD professional finds that some supervisors do not know how to give appropriate feedback and some employees do not respond well to feedback. The HR manager authorizes the TD professional to conduct a one-time, three-hour, instructor-led training program for all employees on giving and receiving effective feedback.
The TD professional decides to incorporate role-play in the training and plans to use the HR manager as the subject matter expert (SME) to create the necessary role-play scenarios. The training program is due in one month. The HR manager is not available in that time frame but notes that a newly hired HR intern is available and suggests that this intern act as an SME in creating the scenarios. Management has decided that the training cannot be postponed.
What should the TD professional do?
Answer: D
NEW QUESTION # 79
Which is a direct result of providing good navigation for participants in an e-learning environment?
Answer: B
NEW QUESTION # 80
What is the primary reason to include publicly available online resources in learning solutions?
Answer: A
Explanation:
The correct answer is B because publicly available online resources are primarily used to enrich learning by providing additional context, perspectives, and opportunities for learners to deepen understanding and apply knowledge. Within the CPTD Developing Professional Capability domain, especially Instructional Design (2.2) and Knowledge Management (2.5), talent development professionals are expected to curate and integrate relevant external content that enhances learning outcomes and supports transfer of learning to real-world situations.
Option A is partially true but too narrow; the goal is not simply to fill gaps in content but to enhance and extend learning. Option C is incorrect because unstructured crowdsourcing may reduce alignment with learning objectives. Option D relates more to self-paced learning strategies rather than the purpose of including external resources.
By incorporating credible online materials-such as articles, videos, and case studies-TD professionals create richer, more engaging learning experiences that support application, critical thinking, and continuous learning, aligning with ATD best practices for effective instructional design.
NEW QUESTION # 81
Which is a learning activity guided by constructivist learning theory?
Answer: C
Explanation:
According to Constructivist Learning Theory (Certification Reading List: How People Learn, Bransford et al.), learners "construct their own knowledge through active engagement in realistic tasks," such as role-plays.
Passive listening or lecture does not align with constructivism; active problem-solving does.
Reference: How People Learn: Brain, Mind, Experience, and School (Bransford et al.)
NEW QUESTION # 82
What are the basic quadrants of a balanced scorecard approach?
Answer: B
Explanation:
Kaplan and Norton's Balanced Scorecardframework (Certification Reading List) identifies the four quadrants as:
* Financial,
* Customer,
* Internal Business Processes,
Reference:The Balanced Scorecard: Translating Strategy into Action (Kaplan & Norton).
NEW QUESTION # 83
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