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| Certification Vendor: | APMG-International |
|---|---|
| Exam Name: | Agile Project Management (AgilePM®) Practitioner Exam |
| Exam Number: | AgilePM-Practitioner |
| Real Exam Qty: | 4 scenario-based questions |
| Exam Duration: | 120 - 150 |
| Certificate Validity Period: | Certification lifetime; Registered status valid 5 years |
| Exam Price: | approx. $450 - $550 USD (varies by region) |
| Available Languages: | Italian, English, Polish, German |
| Exam Format: | Objective / Scenario-based questions, Open book (only official AgilePM manual allowed), No negative marking |
| Passing Score: | 50% (30/60 for v3; 40/80 for v2) |
| Related Certifications: | Agile Project Management (AgilePM) Foundation |
| Recommended Training: | APMG Accredited Training Organizations |
| Exam Registration: | APMG International Public Exam Portal |
| Sample Questions: | APMG-International AgilePM-Practitioner Sample Questions |
| Exam Way: | Online proctored or in-person at accredited centers |
| Pre Condition: | Must hold valid AgilePM Foundation certification (same version) |
| Official Syllabus URL: | https://apmg-international.com/product/agile-project-management-agilepm%C2%AE-certification |
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NEW QUESTION # 14
If the team cannot agree the system content, which 2 actions should the Workshop Facilitator take?
Answer: A,E
Explanation:
The two actions that the Workshop Facilitator should take if the team cannot agree on the system content are:
* C. Facilitate the creation of a list of actions to be carried out after the workshop, to resolve the issue. This will ensure that the disagreement does not stall the project and that there is a clear plan for how to move forward.
* E. Prepare a report describing the outcome of the workshop. This will provide a record of the discussion and any decisions made, which can be useful for future reference and for keeping stakeholders informed.
Please note that while presenting their own interpretation of what the system should include (option A) or presenting the group with a predefined specification of what should be included (option B) might seem like potential solutions, these actions could bias the discussion and may not lead to a solution that meets all stakeholders' needs. Agreeing to disagree and closing the workshop (option D) could leave the issue unresolved, which could cause problems later in the project. The facilitator's role is to guide the discussion and help the team reach a consensus, not to impose their own views or prematurely end the discussion.
NEW QUESTION # 15
Which 2 actions should the Workshop Facilitator take to implement the new Must Have requirement?
Answer: B,C
NEW QUESTION # 16
Using the additional information provided for this question in the
Scenario Booklet, answer the following question about using Kotter ' s
eight-processes cyclical model. This model is being used for planning
and leading the change required to rebrand and reposition UniCo in the
market place.
Lines 1 to 4 in the table below consist of an assertion statement and a reason statement. For each line identify the appropriate option, from options A to E, that applies. Each option can be used once, more than once or not at all.
Answer:
Explanation:
Explanation:
Assertion 1:
In order to 'create a sense of urgency around a single big opportunity' with the rebranding work, the Marketing Manager should appoint the founder of Selco to lead the rebranding workstream.
Reason:
Kotter defines 'creating a sense of urgency around a single big opportunity' as identifying innovators who will create momentum by pioneering the change.answer: A
* Explanation: Both the assertion and reason are true, and the reason clearly explains why the founder of Selco is suited to lead the rebranding workstream. Kotter's model emphasizes identifying champions for change who can create urgency and inspire action.
Assertion 2:
All managers across UniCo need to be committed to the rebranding before the change process can begin to 'formulate a strategic vision'.
Reason:
The 'strategic vision' is only viable when the majority of managers believe that change is absolutely essential.answer: A
* Explanation: Both the assertion and reason are true, and the reason provides the rationale for the assertion. A strategic vision gains traction only when key leaders and managers recognize the importance of change, aligning with Kotter's second step of securing buy-in.
Assertion 3:
The positive staff reaction to the recent press article will contribute to the momentum of the change programme by 'celebrating visible, significant short-term wins'.
Reason:
'Celebrating visible, significant short-term wins' will help to reduce negativity.
answer: A
* Explanation: Both the assertion and reason are true, and the reason explains the assertion.
Kotter's model identifies celebrating early wins as a critical step to sustain momentum and mitigate resistance.
Assertion 4:
The CEO's openness will help to make the vision more 'sellable' to the 'volunteer army' when
'communicating the vision and the strategy'.
Reason:
It is important to institutionalize the strategic changes into the culture so that implementation of the vision becomes second nature to staff.
answer: B
* Explanation: Both the assertion and reason are true, but the reason does not directly explain the assertion. The CEO's openness is more about inspiring and aligning the volunteer army, while institutionalizing change into culture is a separate step in Kotter's model.
Final Answer Table
Assertion Line
Answer
1
A
2
A
3
A
4
B
NEW QUESTION # 17
When receiving instruction on practical skills, which approach is MOST valuable to the learner?
Answer: B
Explanation:
Comprehensive and Detailed Explanation:
Practical skill acquisition focuses on hands-on practice to ensure learners achieve mastery and consistency.
This is central to Gagne's Nine Events of Instruction, which emphasize active learning strategies.
1. Relevance of Practice in Gagne's Model:
* Gagne's Event 6: Elicit Performance (Practice) highlights that learners must perform the skills themselves to solidify learning.
* Practical application is critical to achieving competence, especially for motor or procedural skills. It allows learners to identify gaps and refine their performance through repetition.
2. Why Option A is Correct:
* Practicing skills ensures that learners can consistently perform the task correctly. Repeated application:
* Reinforces memory.
* Builds muscle memory for physical tasks.
* Promotes confidence and accuracy.
* Consistency is the key indicator of mastery for practical skills.
3. Analysis of Other Options:
* Option B: Observing repeated demonstrations of the skill by the instructor.
* Observing demonstrations is useful for understanding, but it does not substitute for hands-on practice. Learners must engage actively to develop the skills themselves.
* Option C: Group discussion of how to learn the new skills.
* Discussion may help learners understand the steps or importance of the skill but does not directly contribute to skill mastery.
* Option D: Presentation of how the new skills relate to the organizational change.
* While this provides context, it does not help learners physically or cognitively practice the skill.
4. Practical Example:
* In a training session for operating new machinery, learners achieve the best outcomes by practicing with the equipment until they can operate it confidently and consistently.
5. Reference to Gagne's Model:
* Event 6: Elicit Performance (Practice) emphasizes the importance of active learner participation to reinforce learning and ensure skill mastery.
NEW QUESTION # 18
Answer the following question about different language style preferences identified by Pashler et. al. using VARK preferences.
As part of the Capability and skills development workstream, the Human
Resources (HR) Manager is considering the training needs of staff
managers undertaking staff appraisals. The HR Manager is designing the
learning activities so that they will appeal to differing ways for receiving and processing information.
Column 1 is a list of learning activities that could be used to develop the staff.
For each learning activity in Column 1, select from Column 2 the VARK
preference to which it relates. Each selection from Column 2 can be used once, more than once or not at all.
Answer:
Explanation:
Explanation:
Answer the following question about different language style preferences identified by Pashler et. al.
using VARK preferences.
1. Attend a role-playing activity run by the HR Manager to practice conducting staff appraisals using the forms and checklists in a simulated environment.
* answer: D (Kinesthetic) Kinesthetic learners prefer hands-on, practical activities. Role-playing simulates real-life scenarios, enabling learning by doing, which appeals to this preference.
2. Assess performance review process diagrams from recent staff appraisals, identifying those aspects which worked well and those which did not.
* answer: A (Visual) Visual learners thrive on diagrams, charts, and graphical representations.
Reviewing performance review diagrams aligns perfectly with the visual preference.
3. Study a management text on alternative styles and strategies for staff performance appraisal.
* answer: C (Reading or Writing) This activity suits individuals who process information best through reading and writing. It involves textual analysis, making it a clear match.
4. Access a podcast to learn more about the principles of reviewing performance in staff appraisal.
* answer: B (Aural or Auditory) Podcasts provide auditory learning experiences. For learners with an auditory preference, listening to discussions and explanations is ideal.
Comprehensive and Detailed Step-by-Step Explanation:
* Role-playing activity (Kinesthetic) : The activity involves movement, interaction, and application in a simulated setup, which matches the hands-on approach kinesthetic learners prefer.
* Performance review diagrams (Visual) : Visual learners engage with content presented in diagrams or charts as these offer clarity through graphical representation.
* Management text (Reading/Writing) : The reliance on written material, such as texts, articles, or reports, is a strong indicator of the reading/writing preference.
* Podcast (Aural/Auditory) : Listening to content, such as in a podcast, aligns with auditory learning preferences, allowing learners to absorb spoken information effectively.
NEW QUESTION # 19
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