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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	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.
Topic 3	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.

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ATD The Certified Professional in Talent Development Sample Questions (Q24-Q29):

NEW QUESTION # 24
A talent development (TD) professional is asked to offer training to entry-level employees on a new online software that will change many processes in their work. Which is the best way for the TD professional to prepare a learner-centered course?

A. Research how the new online software works, collect screenshots for job aids that will be distributed during the training, and outline the training in a logical order based on the steps of the new process to match the job aids
B. Collect information on what the organization expects from employees, research commonly used terms, and understand potential barriers to learning
C. Research how the new processes will flow, outline the training in sequential order based on the processes, and verify with subject matter experts that the content is correct
D. Collect information on the employees' current job functions and how the software will change their work, understand employees' fears about the new software, and research how the new software will benefit them

Answer: D

Explanation:
TheATD Instructional Design Modelemphasizes: "Design must start from the learner's perspective, understanding current workflows, fears, and motivation for change".
Empathy-driven design ensures relevance and adoption.
Reference:ATD Handbook, Learner-Centered Instructional Design.

NEW QUESTION # 25
Which learning concept is best exemplified by the question, "Why do I need to know this?"

A. Mager's criterion-referenced instruction approach
B. Bloom's taxonomy
C. Knowles's adult learning theory
D. Gagne's nine levels of learning

Answer: C

Explanation:
Malcolm Knowles's Andragogy Modelexplains that "adult learners are motivated to learn when they see immediate relevance to their life or work tasks".
Answering "Why?" is central to adult learning.
Reference:The Adult Learner, Malcolm Knowles.

NEW QUESTION # 26
What is the most important reason for determining an anticipated headcount of training team employees before presenting a training budget?

A. The training work plan must be correlated to the headcount
B. There must be adequate time to recruit new resources
C. Training headcount must be justified and approved
D. Labor is typically the largest training department cost

Answer: D

Explanation:
TheATD Handbookemphasizes that "labor costs typically make up the largest portion of a TD department's budget, often 50-70%".
Therefore, determining headcount early allows accurate cost projections.
Reference:ATD Handbook for Training and Talent Development (2022), TD Budgeting Principles.

NEW QUESTION # 27
When linking training design to training objectives that support Level 3 evaluation, what should the training objectives reflect?

A. Learning transfer
B. Return on investment (ROI)
C. Knowledge acquisition
D. Learners' reactions

Answer: A

Explanation:
Kirkpatrick's Four Levelsexplain that Level 3 (Behavior) evaluates whether learnerstransferwhat they learned into their job behavior.
Thus, objectives must focus on real-world application, not just knowledge retention.
Reference:Kirkpatrick's Four Levels of Training Evaluation (2016).

NEW QUESTION # 28
A talent development (TD) professional has gained upper management's support to introduce individual development plans (IDPs) as a tool for employee development. Which first steps should the TD professional take to launch a successful IDP program?

A. First, create a company-wide communications plan to promote the program launch; second, educate employees on goal-setting best practices as they complete their IDPs
B. First, create an IDP framework and formal check-in timeline; second require managers to submit IDP progress reports on a quarterly basis or risk having their network access blocked
C. First, create an IDP framework that links to the organization's business strategy; second, support and educate managers on their role as they initiate the process with their direct reports
D. First link the IDP framework to the organization's mission statement; second collect and share data to show executives the impact of IDPs on employee skills development and attrition

Answer: C

Explanation:
TheATD Talent Development Capability Modelexplains underCareer & Leadership Developmentthat effective individual development planning "must link to the organization's strategic goals and must be manager-driven to ensure relevance and commitment". Educating managers helps embed IDPs into ongoing performance management processes, ensuring they are not seen as an HR formality.
Reference:ATD Talent Development Capability Model, Career and Leadership Development capability.

NEW QUESTION # 29
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