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ATD CPTD Exam Syllabus Topics:

Topic	Details
Topic 1	Impacting Organizational Capability: This section of the exam measures the skills of Organizational Development Consultants and involves applying talent strategies that align with business objectives. It includes business acumen, consulting, culture shaping, performance improvement, talent strategy, change management, and data analytics. The focus is on driving organizational performance and ensuring future readiness through strategic talent development.
Topic 2	Building Personal Capability: This section of the exam measures skills of Learning & Development Specialists and covers areas that enhance individual effectiveness in talent development roles. It includes communication, emotional intelligence, collaboration, cultural awareness, project management, and ethical behavior, focusing on how professionals interact, lead, and manage themselves and others effectively within organizational contexts.
Topic 3	Developing Professional Capability: This section of the exam measures skills of Instructional Designers and focuses on the core functions of talent development such as adult learning theories, instructional design, facilitation, use of technology, content curation, leadership development, coaching, and evaluating impact. It emphasizes designing and delivering effective learning solutions that align with learner needs and organizational goals.

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ATD The Certified Professional in Talent Development Sample Questions (Q28-Q33):

NEW QUESTION # 28
At the end of a course, the instructor provides a tip sheet with diagrams on how to configure an application.
Which of Gagne's events is the instructor applying?

A. Assess performance.
B. Deliver and implement content.
C. Provide feedback.
D. Enhance retention and transfer.

Answer: D

Explanation:
The correct answer is D because providing a tip sheet at the end of a course helps learners retain what they learned and transfer it to the job. In Gagne's Nine Events of Instruction, the final event is enhance retention and transfer, which supports learners after instruction by helping them apply knowledge or skills in real-world situations. A diagram-based tip sheet acts as a job aid or performance support tool, reminding learners how to complete the application configuration task after training.
This aligns with CPTD Professional Capability, especially Learning Sciences and Instructional Design, where TD professionals apply learning theories and design assets that support desired learning and behavioral outcomes. Option A refers to presenting content during instruction. Option B involves checking whether learners can perform the task. Option C involves giving information about learner performance. Since the tip sheet is provided after the course to reinforce application and support workplace use, it best represents enhancing retention and transfer.

NEW QUESTION # 29
A talent development (TD) professional is one of several people from different departments that are assigned to a project. The purpose is to design a solution to an issue that occurs often among new hires. What kind of project will the TD professional be participating in?

A. Facilitated design
B. Consultative inquiry
C. Action research
D. Delphi analysis

Answer: A

NEW QUESTION # 30
A project manager just learned of a significant delay in meeting a project milestone. Which option would be best for communicating information about the delay to external stakeholders dispersed across multiple time zones?

A. Text an instant message to targeted stakeholders to explain the delay situation
B. Call each targeted stakeholder on the telephone and verbally explain the delay situation
C. Send an email to all of the targeted stakeholders to explain the delay situation
D. Schedule a web conference to explain the delay situation with the targeted stakeholders simultaneously

Answer: C

Explanation:
As per theCPTD Outline on Communication Skills, best practices for dispersed audiences across time zones include "written communication such as emails to ensure consistent, documented, asynchronous communication across different working hours".
Reference:CPTD Detailed Content Outline, Communication and Stakeholder Engagement.

NEW QUESTION # 31
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. Change the percentage of correct answers required to pass the final exam.
B. Review and update the course's learning objectives.
C. Revise the training to be more interactive.
D. Conduct a survey of failed candidates.
E. Compare the course's learning objectives to the knowledge, skills, and abilities covered in the final exam.
F. Conduct an item analysis on the final exam.

Answer: E,F

NEW QUESTION # 32
Which steps are considered best practice when making a business case for a talent development program?

A. Gathering data, defining a rationale, and delivering supporting information
B. Developing a budget, performing an organizational analysis, and creating an evaluation plan
C. Creating a program vision, defining values, and establishing competencies
D. Holding focus groups, reviewing employee engagement surveys, and interviewing senior leaders

Answer: A

Explanation:
ATD's Handbook for Training and Talent Development (2022)outlines the essential components of making a business case: "gather organizational data, define a clear rationale linked to business needs, and present strong supporting information showing the impact of the proposed learning intervention".
Without clear data and rationale, executive approval is less likely.
Reference:ATD Handbook for Training and Talent Development (2022), Business Case Development.

NEW QUESTION # 33
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