Appendix F - Knowledge Exam Content Outline - Final - 10-2014

CPLP Certification HandbookAppendix F
20142015
Appendix F: Knowledge Exam Content Outline

(Detailed Level)
Table of Contents
How to Use This Resource ......................................................................................................................... 2

Content Outline by AOE ............................................................................................................................. 3
AOE 1: Instructional Design .................................................................................................................. 3
AOE 2: Training Delivery....................................................................................................................... 7
AOE 3: Performance Improvement ..................................................................................................... 11
AOE 4: Evaluating Learning Impact .................................................................................................... 14
AOE 5: Managing Learning Programs ................................................................................................ 16
AOE 6: Coaching ................................................................................................................................ 20
AOE 7: Integrated Talent Management .............................................................................................. 21
AOE 8: Change Management ............................................................................................................. 23
AOE 9: Knowledge Management ........................................................................................................ 27
AOE 10: Learning Technologies ......................................................................................................... 29
Effective: October 1, 2014November 30, 2015

Modified: December 1, 2013
20142015
How to Use This Resource

There are a variety of resources and methods available to prepare for the CPLP knowledge exam.
However, for candidates who wish to put together their own resources, the following information can be
used to guide and support the study process. This information contained herein is derived primarily from
the ATD Competency Study (ATD, 2013). To understand how to use this resource, review the following
example that focuses on the AOE of Training Delivery.
Example: AOE 2: Training Delivery
Sample Section
Component
AOE2-K3. Ways to Facilitate Informal Learning

and Build Learning Communities
This is identified as a key knowledge area by

ATDs competency research.
Large portions of learning activities in an

organization take place outside of formal training
or performance support mechanisms. Such
learning activities are controlled by the learner
with regard to their depth, breadth, and timing.
Given the power of informal learning,
professionals need to foster such activities.
This paragraph explains how the training and

development professional incorporates this key
knowledge in his or her work. It suggests the
level of depth in needed for certification.
A.
This lists the details for each key knowledge

area. This list is meant to provide the scope of
what may be covered on the exam.
Candidates are not expected to know every
model in great detail or who invented the model.
Names are merely provided as a convenience.
Often key knowledge areas cross over different
AOEs. When this occurs, you will be referred to
another AOE for details.
B.
C.
D.
E.
F.
the ways in which informal learning can

occur
learning platforms (resources available to
learners)
techniques for encouraging the use of
informal approaches
techniques for facilitating the development
of personal learning networks
ways to identify learning communities
ways to grow and foster learning
communities in the organization

20142015
Content Outline by AOE

AOE 1: Instructional Design
(Weighted 16% of the exam)
Designing, creating, and developing informal and formal learning solutions to meet organizational needs;
analyzing and selecting the most appropriate strategy, methodologies, and technologies to maximize the
learning experience and impact.
AOE1-K1. Business Strategy, Drivers, or Needs
You should be aware of learnings overall context. How does the learning relate to the overall business
strategy or environment? How does it relate to the goals and perspectives of key stakeholders? You have
to balance the qualities of the most elegant learning solution with business needs to propose solutions
that work within business constraints.
Successful performance requires knowledge of:
A.
B.
C.
D.
state of the business (e.g., expanding, cutting costs)

culture or value systems
organizational environment
organizational structure.
(AOE 5-K1)
AOE1-K2. Needs Assessment Approaches
Careful exploration of needs is a critical aspect of designing effective training. You should know a wide
range of approaches to job and task analysis and choose the most appropriate method for each project,
including whether or not training is even needed. Outcomes of your analysis drive key deliverables of the
needs assessment phase, including objectives, activities, and delivery methods.
A.
C.
D.
E.
methods of data collection (i.e., qualitative vs. quantitative)

job and task analysis methods
advantages and disadvantages of different job and task analysis methods
results of needs analysis (e.g., identification of gaps between current and future performance, types
of training programs needed).
(AOE4-K2 AND AOE4-K4)

AOE1-K3. Research Methods
You should possess a broad understanding of research methods to ensure that you gather data that will
allow you to evaluate the effectiveness of the learning solution.
A.
B.
C.
D.
E.
F.
G.
concepts and issues of research design

sources of measurement error
rights of human subjects
tools for problem identification
data collection methods
data organization methodology
data storage.
3 Effective: October 1, 2014November 30, 2015
20142015
(AOE 4-K2)
AOE1-K4. Content Knowledge or Techniques to Elicit Content From Subject Matter Experts
(SMEs)
At the core of every learning program is its content. In your role as a designer, you must know the core
content, elicit appropriate content from SMEs, or thoroughly research topics from a range of sources.
A.
B.
C.
requirements for unique content (vs. existing content)

methods of eliciting and validating content from SMEs (e.g., interviews, focus groups, surveys)
analysis tools and procedures.
AOE1-K5. Learning Theories

You must understand theories and concepts of learning. When designing interventions for adults, you
must identify characteristics and issues specific to that population to create effective instruction. Knowing
the relevance of theories and models is more important than knowing the names of those who created
them.
A.
B.
C.
D.
E.
F.
G.
I.
J.
K.
L.
M.
theories of learning, memory (how people retain information) and instruction

hierarchy of needs (Abraham Maslow)
learning theory (e.g., Malcolm Knowles)
differences between teaching, presenting, and facilitating learning
guidelines for facilitating learning
individual characteristics of learning
adult development theories
learning brain model
modes of learning
external and environmental influences on learning
multiple intelligences (Howard Gardner)
role of learning theories.
(AOE2-K1)
AOE1-K6. Instructional Design Theory and Process
When designing instruction, you will likely use many theories and models. Central to all of them is
analysis, design, development, implementation, and evaluation of instruction. The models also include
goals and objectives for instruction and assessment.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
ADDIE model
nine instructional events (Gagne)
rapid design/prototyping
learner-centered instruction (Carl Rogers)
theory of behavioral objectives (Robert Mager)
Blooms taxonomy
how to write objectives for training
types and principles of sequencing
systems approach to instructional design (Dick and Carey)
instructional systems design model (Seels and Glasgow)
4


K.
L.
M.
N.
O.
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systematic instructional design model (Smith and Ragan)

accelerated learning
general principles that guide instructional design
basics of how courses are designed
relative advantages of informal vs. formal approaches.
AOE1-K7. Various Instructional Methods

To create an effective learning opportunity, you must analyze and evaluate the appropriateness of various
instructional methods. You should consider utilizing a combination of instructional methods to engage
learners interest. A variety of instructional methods stimulates learners to communicate, reflect, generate
ideas, and learn. You must know the advantages and disadvantages of each technique and when to use
and how to evaluate each one. Time, distance, budget, and schedules are a few issues you must
consider when identifying appropriate methods. Instructional strategies must meet your participants
needs and create an effective learning atmosphere.
A.
B.
how to align instructional methods to course content (e.g., discussion, exercise, self-directed
learning)
techniques that meet the needs of your target audience, given considerations of time, distance,
budget, and schedules.
AOE1-K8. Various Delivery Options and Media

Performance improvement can require many methods and a broad variety of media. Classroom training
can occur with all participants in the same room, or in rooms scattered around the world. Outside of the
classroom, current technologies enable learning to take many forms. You must understand what is
possible and when a specific medium is most effective.
A.
B.
C.
D.
E.
F.
G.
online and mobile learning approaches (requiring the hands-on use of learning software to design
and develop learning programs)
performance support systems
classroom training (face-to-face) approaches
blended learning approaches
gaming and simulation approaches
self-directed approaches
on the job training approaches (e.g., peer to peer, coaching, mentoring).
(AOE2-K4)
AOE1-K9. Existing and Emerging Learning Technologies and Support Systems
Its important to know what is possible with technology so you can make the most appropriate choices for
methods and media. Computer programming is not a required skill of learning and development
professionals; however, you should cultivate relationships with information technology professionals to
help you understand the differences in software options and know when to suggest them.
A.
B.
technological capabilities of the organization (e.g., what solutions are feasible in a particular
organizational context)
differences between online learning, informal learning, and traditional courses, and their
implications
5


C.
D.
E.
F.
G.
20142015
selection processes: choosing one or more technologies based on achieving desired learning
outcomes
types and characteristics of organization-wide learning systems (e.g., collaborative learning
software, learning management systems, authoring tools, and social media)
how to develop and adapt content and resources appropriate for the technology
strategies for keeping up-to-date with emerging technologies
ways to evaluate new technologies.
(AOE2-K5; AOE5-K2)
AOE1-K10. Individual Learning Modalities
A learning modality represents how a learner acquires knowledge or changes behavior. Each learner is
motivated differently based on environment, psychological comfort, social style, and profile. You must
understand and apply techniques that recognize all learning styles or your participants will struggle.
A.
B.
C.
D.
E.
F.
G.
H.
I.
visual, auditory, and kinesthetic (VAK) model

four basic learning styles (David Kolb)
learning style inventory (Harvey Silver and Robert Hanson)
brain-based approaches to learning (Ned Hermann)
perceptual modality
factors affecting the speed at which adults learn (psychological, mental, and emotional
characteristics of adult learning)
adult learning (CAL and COR; Patricia Cross)
accelerated learning techniques.
(AOE2-K7)
AOE1-K11. Individual, Group, and Organizational Differences That Influence Learning and
Motivation
You must pay close attention to differing motivations, learning styles, as well as social, organizational,
and diversity issues because they are critical in the design and development of learning interventions for
adults.
A.
B.
C.
D.
E.
F.
approaches to motivating learners

how cultural norms/values influence learning
how cognitive abilities influence learning
learning preferences (e.g., visual, auditory, kinesthetic)
how previous experiences influence learning
social, organizational, intercultural, and diversity issues.
AOE1-K12. Assessment Methods and Formats

You must design and implement appropriate assessment methods for evaluation of outcomes. For datagathering tools to be effective, you must understand key principles of various techniques and how to
collate, synthesize, and interpret the data in an open-minded way.
A.
purpose of assessment
6


B.
20142015
types of data collection methods (e.g., multiple-choice questions, hands-on performance, openended response).
AOE1-K13. Legal and Ethical Issues Related to Instructional Design

You must be aware of intellectual property, copyright, and human resource-related laws as well as
multilingual issues as they apply to instructional materials.
A.
B.
C.
D.
E.
F.
G.
H.
I.
employment law and regulatory requirements

civil rights
workplace safety
securities and financial reporting
information technology compliance
union relations
intellectual property (copyright and fair use)
corporate policies and procedures
ethical standards.
AOE 2: Training Delivery

Delivering informal and formal learning solutions in a manner that both engages the learner and produces
desired outcomes; managing and responding to learner needs; ensuring that learning is made available in
effective platforms and delivered in a timely and effective manner.
AOE2-K1. Learning Theories
Cognition and learning theories are critical because they are the foundation of all training and
performance improvement programs. When delivering learning solutions, you must identify characteristics
and issues specific to the target population. Learning theories allow you to maximize the effects of the
environment, motivation, and abilities of your participants to foster learning.
A.
B.
C.
D.
E.
F.
G.
I.
J.
K.
L.
M.
theories of learning, memory (how people retain information) and instruction

hierarchy of needs (Abraham Maslow)
learning theory (Malcolm Knowles)
differences between teaching, presenting, and facilitating learning
guidelines for facilitating learning (Carl Rogers)
individual characteristics of learning
adult development theories
learning brain model
modes of learning
external and environmental influences on learning
role of learning theories.
(AOE1-K5)
AOE2-K2. Various Instructional Methods
A variety of instructional methods stimulates learners to communicate, reflect, generate ideas, and learn.
You must know the advantages and disadvantages of each technique, and when to use and how to
evaluate each one. Time, distance, budget, and schedules are a few key considerations when identifying
7

20142015
appropriate methods. Instructional strategies must meet your participants needs and create an effective
learning atmosphere.
A.
B.
how to align instructional methods to course content (e.g., discussion, exercise, self-directed
learning)
techniques that meet the needs of your target audience, given considerations of time, distance,
budget, and schedules.
(AOE1-K7)
AOE2-K3. Ways to Facilitate Informal Learning and Build Learning Communities
Large portions of learning activities in an organization take place outside of formal training or performance
support mechanisms. Such learning activities are controlled by the learner with regard to their depth,
breadth, and timing. Given the power of informal learning, professionals need to foster such activities.
A.
B.
C.
D.
E.
F.
the ways in which informal learning can occur

learning platforms (resources available to learners)
techniques for encouraging the use of informal approaches
techniques for facilitating the development of personal learning networks
ways to identify learning communities
ways to grow and foster learning communities in the organization.
AOE2-K4. Various Delivery Options and Media

Regardless of the learning setting, you must be familiar with the many different avenues of delivery and
feel comfortable with each. Understanding different delivery options helps you maintain some control over
content delivery and better meet participants needs. You should identify the characteristics, value, and
applicability of each avenue and be familiar with the terminology for each delivery option.
A.
B.
C.
D.
E.
F.
G.
F.
online and mobile learning

performance support systems
classroom training (face-to-face)
blended learning approaches
gaming and simulation approaches
self-directed approaches
on-the-job training (e.g., peer to peer, coaching, mentoring)
support of personal learning networks.
(AOE1-K8)
You need a basic knowledge of the types of learning technologies currently in use and those which are
emerging. Being able to design and deliver training programs using such technologies is essential to your
work in design and delivery.


A.
B.
C.
D.
E.
F.
G.
20142015
organizational context).
implications
outcomes
software, learning information systems, authoring tools, and social media)
(AOE1-K9; AOE5-K2)
AOE2-K6. Facilitation and Presentation Techniques and Tools
You must master presentation techniques and tools for delivery and be able to apply those techniques
and tools to both live and virtual settings.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
how to create a positive learning climate (both in classroom presentation and online delivery)
how to prepare for the presentation
how to understand presentation behavior and platform attributes
how to use icebreakers, opening exercises, and closing activities
how to facilitate learning activities
how to perform on-the-spot assessment of participants success in achieving program objectives
how to understand techniques for delivering training online versus in the classroom
how to identify training and/or presenting style
types of presentation and facilitation styles (advantages and disadvantages)
types of presentation and facilitation tools.
AOE2-K7. Individual Learning Modalities

A learning modality represents how a learner acquires knowledge. Each learner is motivated differently
based on environment, psychological comfort, social style, and profile. You must understand and apply
techniques that recognize all learning modalities or your participants will struggle.
A.
B.
C.
D.
E.
F.
G.
H.
I.
visual, auditory, and kinesthetic (VAK model)

four basic learning styles (David Kolb)
learning style inventory (Silver and Hanson; based on Myers-Briggs)
brain-based approaches to learning (Ned Herrmann)
perceptual modality
factors affecting the speed at which adults learn (psychological, mental, and emotional
characteristics)
adult learning (Patricia Cross; CAL and COR)
accelerated learning techniques.
(AOE1-K10)
AOE2-K8. Organizational or Cultural Differences in Learning Preferences, Communication, and
Classroom Behavior
9

20142015
Cultural differences can influence the effectiveness of a particular delivery method. You should be aware
of these differences when communicating with participants and managing the learning environment.
A.
B.
C.
D.
E.
communication barriers
preferences for formal vs. informal approaches
learning preferences (e.g., lecture vs. group activities)
classroom management issues
emerging issues in adult education (e.g., need for increased media, learning trends).
AOE2-K9. Own Personal Learning Preferences

When delivering training, you should be aware of your own learning preferences such as a preference for
delivering lecture or informal learning approaches. This will ensure that you are making the right decisions
about presentation of materials based on your audience and not your own preferences.
A.
B.
C.
identify your training or presenting style (e.g., preference for lecture, hands-on instruction, or
informal learning)
understand ways individual training styles impact delivery capabilities
identify learner needs in relationship to trainer style.
AOE2-K10. Familiarity With Content Being Taught and How Solutions Address Needs
Familiarity with content enables you to present the material professionally and stay on topic. Learners
lose interest quickly if you are unprepared. Preparation of the training content also helps to ensure
effective communication.
A.
importance of content preparation.
AOE2-K11. Legal and Ethical Issues Related to Training Delivery

You must obtain permission and give credit as appropriate for materials used, whether print or electronic,
particularly given the wide availability of content online. Making your participants aware of guidelines
such as nondisclosure agreements, compliance standards, privacy, or confidentialityis also your
responsibility.
B.
C.
D.
E.
F.
G.
H.
I.
civil rights
workplace safety
union relations
intellectual property (e.g., copyright and fair use, attribution)
ethical standards.
10

20142015
AOE 3: Performance Improvement

Applying a systematic process of discovering and analyzing human performance gaps; planning for future
improvements in human performance; designing and developing solutions to close performance gaps;
partnering with the customer when identifying the opportunity and the solution; implementing the solution;
monitoring the change; and evaluating the results.
AOE3-K1. Performance Improvement Processes
Human performance improvement (HPI) or otherwise referred to as performance improvement includes
data gathering, analysis, change management, implementation, and measurement. To effectively consult
on HPI issues and solutions, you must understand human performance processes and apply analysis
broadly to the entire performance system.
A.
B.
C.
D.
E.
F.
G.
H.
purpose and goals of HPI

factors that affect human performance
models of impact on human performance
differences between HPI and other interventions (e.g., training, coaching)
the way all the parts of HPI fit together (e.g., analysis, intervention selection, implementation,
evaluation)
relationship between systems thinking and performance improvement
relationship between the strategic goals of organization and the HPI initiative
role of change management.
AOE3-K2. Systems Thinking and Theory

If you are to improve performance, you need a systemic approach. Understanding the internal and
external elements that affect the system contributes to the success of any HPI initiative. You need to be
able to assess the impact of an individual change on the entire organization.
A.
B.
C.
D.
E.
cultural and global awareness

mergers and acquisitions management
industry knowledge
broad company knowledge
system archetypes.
AOE3-K3. Performance Analysis

All strategic performance improvement initiatives should start with an assessment to identify an individual,
team, or business/organizational need. You perform that assessment by analyzing the discrepancy
between actual and desired performance, clarifying desired outcomes, setting boundaries, and analyzing
factors that support or inhibit performance. You need to ask the right questions and determine what
needs you should address.
A.
B.
C.
D.
E.
F.
issue or needs identification

project scope
measurement criteria
constraints analysis
population analysis
cultural analysis
11


G.
H.
I.
J.
K.
L.
20142015
gap analysis
workflow analysis
external analysis
resource analysis
root cause analysis
analysis tools.
AOE3-K4. Approaches for Selecting Performance Improvement Solutions

Having a broad repertoire of solutions to close gaps allows learning and development professionals to
effectively address organizational challenges. Key factors include clearly understanding the current state,
the desired state, organizational attitudes, mores, folkways, culture, and management style. You have to
be able to articulate various solutions, their advantages and disadvantages, and factors for optimal
implementation.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
potential solutions (i.e., understanding of the range of solutions, not necessarily detail on how to
design and implement every solution)
process redesign, technology solutions, and/or ergonomic solutions
employee selection, competency modeling, and coaching
performance management systems (i.e., reward and recognition)
change management, goal alignment, and culture change
knowledge management and communication
budgeting and cost
organizational fit based upon analysis (e.g., population analysis, resource analysis)
importance of describing features, advantages, and benefits of various solutions
ethics and integrity
partnership creation and support
decision-making matrices and methods.
AOE3-K5. Change Management Theory

In an HPI setting, you must employ multiple techniques for implementing change. Understanding the
theoretical underpinnings of change management will enable you to use those techniques effectively.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
how to define as is (current state identification)

how to define intended outcomes; that is, performance metrics or targets
how to sell the change strategy upward
how to plan for change (project planning and inclusion)
how to analyze stakeholders; consider cultural implications
how to set milestone evaluations; considering transitions
how to facilitate change (selecting a variety of media and variety of styles)
how to overcome resistance or complacency
how to understand reactions to change
how to champion change
how to implement change
how to evaluate effects of change.
(AOE8-K6)
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20142015
AOE3-K6. Facilitation Methods

You will find it useful to possess a range of facilitation techniques and skills. The distinction between
facilitation and training is that facilitation focuses closely on the participants (what is happening with and
between them), while training focuses on content, knowledge transfer, and skills development. The goal
of facilitation is to make learning easier for participants.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
the difference between training and facilitation

questioning techniques
meeting management
process improvement methodologies
decision-making methods and processes
process mapping
group dynamics; observation and intervention
nominal group technique (NGT)
stages of team development
storytelling.
AOE3-K7. Project Management Tools and Techniques

Understanding project management and employing appropriate tools and techniques contributes to
successful implementation of an HPI initiative.
A.
B.
C.
D.
E.
F.
G.
H.
software tools
planning worksheets
time management
project goals
project lifecycle
project roles
project tools
project management issues (e.g., timelines, milestones, managing resources, and contingency
planning).
(AOE5-K11)
AOE3-K8. Communication Techniques and Tools
Large solutions often fail because proper focus is not given to stakeholders. You must create plans that
consider stakeholders awareness and buy-in. You must also consider how organizational powerbases
and culture will affect the communication strategy. This step is particularly important in forming
partnerships or alliances to ensure intervention success.
A.
B.
C.
ways that communication relates to facilitating change

communication styles (verbal, written, and nonverbal)
communication channels, informal networks, and alliances.
(AOE8-K8)
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20142015
AOE3-K9. Group Dynamics Process

Regardless of the type of solution, you must work with people, which means you have to address group
dynamics. That means ensuring that all participants are effective contributors. Behavioral styles and
personalities, power and influence strategies, organizational culture, expertise, and group facilitation
strategies can affect group dynamics. You need to know the stages teams move through, how to help
teams navigate through those stages, and how to deal with counterproductive behavior.
A.
B.
prevailing group dynamic models (e.g., Tuckman, Cogs ladder)

issues associated with group dynamics.
AOE3-K10. How to Evaluate the Performance Improvement Solution

Measuring the success of an HPI solution is crucial to process improvement and motivation for the
organization. Knowing how to measure, what to measure, when to measure, and how much to invest in
measurement are all crucial aspects of HPI.
A.
B.
C.
D.
E.
F.
G.
H.
I.
systematic approach to improving individual and organizational performance (human performance

technology)
assessment development issues (e.g., formative and summative)
measurement process
goal attainment models (Tyler)
output models (Scriven)
levels of evaluation
Six Sigma methodology
balanced scorecard approach
meta-evaluation methods.
AOE 4: Evaluating Learning Impact

Gathering, organizing, and analyzing information regarding the impact of learning solutions against key
business drivers; presenting the information in a way that is meaningful to the organization; using learning
metrics and analytics to inform organizational decision making.
AOE4-K1. Statistical Theory and Methods
Statistics help you document current performance levels (individual, group, or organization), measure
program impact, and provide well-grounded feedback. You must possess a broad understanding of how
data falls into distributions (variance, normal distribution) and how data relate to other data (correlations,
regression). In addition, you must understand concepts related to hypothesis testing, such as effect sizes
and confidence intervals. It is easy to misuse or misinterpret statistics; a true understanding requires that
you apply statistics correctly, represent findings accurately, and draw appropriate inferences.
A.
B.
C.
D.
E.
F.
G.
frequency distributions
measurement scales and statistical implications
measures of central tendency
measures of variance
distributions and standard scores
correlation
statistical inference
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H.
I.
J.
K.
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hypothesis testing
effect sizes
confidence intervals
appropriate use of statistical information.
AOE4-K2. Research Design

You need to know how to design research methods to allow measurement and evaluation, assess
proposed methods, or make recommendations on how to implement measurement and evaluation.
Research design for measuring and evaluating training and development is critical to the success of your
evaluation. You must know how to select the appropriate tools, define populations, collect data, and find
supplemental references and resources as needed.
A.
B.
C.
D.
E.
F.
G.
H.
concepts and issues of research design

planning for research design development and aligning with organizational goals
sources of measurement error
rights of human subjects
tools for problem identification
data collection methods
data organization methodology
data storage.
(AOE1-K3)
AOE4-K3. Analysis Methods
Analysis is the process of discovering and interpreting meaningful relationships in data and summarizing
empirical results. The objects or levels of analysis typically include individuals, workgroups, functions, and
organizations. Specific analysis techniques often summarize the impact of programs or solutions, but
specialized expertise is widely applied to the workplace. Knowledge in this area allows you to explore
data comprehensively to inform decision making and to balance methodological rigor and accuracy with
feasibility and utility.
A.
B.
C.
D.
return-on-investment (ROI)
return-on-expectation (ROE)
cost-benefit
forecasting.
AOE4-K4. Learning Analytics

Increasingly sophisticated talent management solutions allow for the capture of large amounts of
employee data. Learning and development professionals should understand what data are available to
them, and think carefully about how that data can provide insight into individual and organizational
performance and ultimately improve decision making.
A.
B.
C.
how to identify the data most relevant to a specific organizational question or issue
how to extract, link, and clean data from organizational databases
how to conduct analyses that most directly address the organizational need.
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AOE4-K5. Interpretation and Reporting of Data

You must interpret and report data in a way that is easily understood by the target audience. That process
begins when you select which data and results to report. Increasingly sophisticated talent management
solutions allow for the capture of large amounts of employee data. Learning and development
professionals should understand which data are available to them, and think carefully about how that data
can provide insight into individual or organizational performance.
A.
B.
C.
D.
E.
F.
qualitative data
visual display of quantitative information
estimation and error reporting
synthesis of data
how to communicate to stakeholders
use of recognized parameters to report information.
AOE4-K6. Theories and Types of Evaluation at the Program, System, or

Organizational Level
Knowledge of systematic approaches to evaluation enables you to develop models that are appropriate
for particular applications and to ensure that the results will effectively inform decision makers.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
assessment development issues

measurement process
levels of evaluation
goal attainment models
output models
Six Sigma methodology
balanced scorecard approach
human performance technology (HPT)
meta-evaluation methods
methods of formative evaluation
methods of summative evaluation.
AOE 5: Managing Learning Programs

Providing leadership to execute the organizations strategy; planning, monitoring, and adjusting learning
and development projects or activities.
Strategic Knowledge Areas
AOE5-K1. Organizations Business Model, Drivers, and Competitive Position

in the Industry
Learning and development managers need an understanding of the business environment, the ways in
which resources are allocated in the organization, and strategic strengths and weaknesses. Your ability to
describe learning initiatives in appropriate business terms will make great strides in positioning the
learning function as a strategic business partner.
1
These are the knowledge areas necessary to lead the learning function as a business unit.
16

A.
B.
C.
D.
20142015
state of the business

organizational environment
(AOE1-K1)
Understanding the different technologies availableand their usesis critical to your ability to provide
value-driven training and learning solutions. Managing the learning function requires the development of a
diverse network to understand availability, use, and functionality of these technologies. Because
technology can either hinder or enhance learning, you should understand its advantages and
disadvantages.

A.
B.
C.
D.
E.
F.
G.
organizational context)
implications
outcomes
software, learning information systems, authoring tools, and social media)
(AOE1-K9; AOE2-K5)
AOE5-K3. Learning Information Systems
Organizations do not always recognize the long-term implications of short-term actions such as the loss of
organizational knowledge through downsizing. The only way organizations can preserve such knowledge
and promote organizational learning is to employ information storage and retrieval systems.
Learning information systems can benefit you, especially if you are in a training manager role. You can
use such systems to generate rosters, certificates, and registration reports. And to store templates and
information to build training curricula. Learners can also use these systems in the classroom and online to
access self-paced materials, reference documents, and job aids.
A.
B.
types of systems
uses of learning information systems.
AOE5-K4. Marketplace Resources

If in-house training resources or capabilities are unavailable, training vendors are a key resource. You
must be able to evaluate the vendors products and services based on the organizations learning goals
and objectives. This requires an understanding of the products and services available from a variety of
marketplace resources.
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Your ability to evaluate outsourcing options for a training program is an essential skill that includes
establishing the decision criteria for outsourcing the training; determining the budget; developing the
contracts and supporting documents; and identifying the methods to build, monitor, and evaluate the
program.
A.
B.
the range of available vendors

off-the-shelf, customized, or in-house development (strengths, weaknesses, and processes).
AOE5-K5. Principles of Management and Leadership

An effective learning and development manager must be both a leader who can inspire a team and an
effective manager of team resources. You must possess or develop the ability to influence employees
and organizational leaders.
A.
B.
activities related to the role of training manager

functions of management and leadership.
AOE5-K6. Human Resource Systems and How They Integrate

As a manager of the learning and development function, you must be aware of how human resource (HR)
systems integrate into the success of the training function. Facets of that integration may include on-thejob training, performance objectives and appraisal, and links to organizational goals.
A.
B.
HR systems
integrated talent management systems and technologies.
AOE5-K7. External Systems That Can Affect Organizational Performance

External systems (e.g., political, economic, sociological, cultural, and global) shape the culture of an
organization and affect its learning and development needs. Understanding those factors and their effects
on the organization will help you ensure the development of and delivery of effective training.
A.
external environmental factors that affect the organization.
AOE5-K8. Legal, Regulatory, and Ethical Requirements Relevant to Managing

Learning Programs
Learning and development professionals must be aware of the laws and regulations that affect their work.
You are not required to know a long list of specific laws and regulations; however, you should understand
the laws and regulations that affect how you design and deliver training and measure performance.
A.
B.
C.
D.
E.
F.

civil rights
workplace safety
union relations
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G.
H.
I.
20142015

ethical standards.
Tactical Knowledge Areas
AOE5-K9. Learning and Development Projects and Programs Being Administered

in the Organization
Your training plans should closely relate to corporate strategy and be built into a training policy that
demonstrates the value of learning to the organization. You must build measurements into your programs
to demonstrate their impact to the organization. In addition, you must develop and institute a means to
communicate value in order to justify and fund programs.
A.
B.
C.
D.
program administration
program curriculum: topics, outlines, objectives, courseware, media, and delivery methods
facilities (i.e., equipment and resources)
role of training manager.
AOE5-K10. Budgeting, Accounting, and Financial Management

If you are in a training manager role, you must work with management at an organizational decisionmaking level to define the training departments role within the corporate strategic plan. That process
involves major business units, including technology, HR and training, finance and accounting, sales and
marketing, and operations.
A companys mission, vision, and values determine how much of the budget is dedicated to training
employees. Organizations vary in the amounts they invest in training. The amount depends on the needs
of the company, the ability of the training department to meet those needs, and the organizations ability
to get employees to participate in training sessions.
A.
B.
C.
D.
how to develop a strategic plan

role of training manager and business acumen
budget management
accounting terminology.
AOE5-K11. Project Planning and Management Tools and Processes

Project-planning tools and processes provide the techniques you need to serve on or lead the design
team of a program development project. To ensure successful completion of a project you need project
management skills, such as planning, organizing, and managing time, budgets, and resources.
You will use project-planning tools (such as software, planning and tracking worksheets, and reports).
During project planning, you are solely responsible for gathering any information needed to produce the
work breakdown structure and activity estimates. You are also responsible for project staffing, resource
leveling, and the schedule. During project execution, you are responsible for gathering status information
from team members (or from the team leaders or project leaders) and preparing the project status reports.
These are the knowledge areas necessary to manage and implement learning projects.
19


A.
B.
C.
D.
E.
F.
G.
H.
20142015
software tools
planning worksheets
time management
project goals
project lifecycle
project roles
project tools
project management issues (e.g., establishing timelines and milestones, managing resources, and
contingency planning).

Learning and development professionals must be able to communicate effectively, both verbally and in
writing. Listening well is the beginning of communication and requires that you use active listening
techniques appropriately. If you understand what people say and the emotions behind their words, you
can employ verbal techniquessuch as open-ended questionsto determine the best course of action.
Another vital skill to have in your toolbox is the ability to speak before groups.
A.
B.
C.

communication methods (verbal, written, and nonverbal)
(AOE3-K8; AOE8-K8)
AOE 6: Coaching3
Using an interactive process to help individuals develop rapidly and produce results; improving others
ability to set goals, take action, make better decisions, and make full use of their natural strengths.
AOE6-K1. Core Coaching Competencies
Organizational coaching focuses on identifying and clarifying current goals with an emphasis on action,
accountability, and follow-through. In coaching, the client drives the professional relationship by making
final decisions and initiating appropriate actions. The client is also responsible for abiding by a system of
accountability. The various systems that a client is in (personal, professional) affect how you conduct a
coaching program, as do factors such as the organizational culture and structure, available resources,
and organizational business objectives.
A.
B.
C.
D.
E.
F.
setting the foundation

co-creating the relationship and building trust
communicating effectively
creating learning and development opportunities
co-creating a call to action
debrief, reflection, and measuring results.
This information is based on the ICF (International Coach Federation) Code of Ethics and the ICF Core Coaching Competencies.
Additional information can be found at ICFs website: www.coachfederation.org.
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AOE6-K2. Ethical Guidelines and Standards of Conduct Related to Coaching

In your work as a learning and development professional, you must understand and adhere to the
professional standards and ethical guidelines that govern a coaching relationship. You know that
coaching is distinct from counseling, consulting, and training. You also know that coaching is a potentially
powerful method for enhancing workplace learning and development in organizations.
A.
B.
C.
privacy and confidentiality expectations

conflicts of interest
relationship limitations.
AOE 7: Integrated Talent Management4

Building an organizations culture, engagement, capability, and capacity through the implementation and
integration of talent acquisition, employee development, retention, and deployment processes; ensuring
that these processes are aligned to organizational goals.
AOE7-K1. Key Components of Talent Management Systems
The learning and development professional should understand the various components of the talent
management system and how they relate to one another. Further, you should be aware of the role that
the learning and development function can play in support of all components.
A.
B.
C.
D.
E.
F.
G.
workforce planning and talent acquisition approaches

performance management
employee development
succession planning
compensation and rewards
engagement and retention
interrelationships among components.
AOE7-K2. Workforce Planning and Talent Acquisition Approaches

Workforce planning ensures that the right people are available at the right times and in the right places to
meet the strategic goals and objectives of organization. It involves analysis of an organizations HR
needs, evaluation of its assets, and proactively supplying strategies. Therefore, you need to be aware of
the workforce planning process, its implementation, and its outcomes at each step in career planning
(individual) and talent management (organizational) contexts.
A.
B.
C.
D.
E.
F.
current capability assessment

how to estimate future demand
internal vs. external acquisition
relationship between workforce planning and strategic planning
job analysis and competency modeling
role of HR in workforce planning
Definition was adapted from the ATD research report, Learnings Critical Role in Integrated Talent Management (ATD Press,
2010).
21


G.
20142015
different roles that learning and development professionals play in the organization (analyst,
implementer or manager, business partner, and evaluator).
AOE7-K3. Career Development Theories and Approaches

Career development theories and approaches provide the fundamental basis for both individual career
development and organizational talent management. Learning and development professionals
understand various approaches and how they best apply to the individual or to the organization. You must
be skilled at interviewing and counseling individual employees, producing and interpreting reports based
on various assessment instruments, and assisting the individual in developing realistic career plans.
Learning and development professionals must be able to understand the implications of career
development theories and approaches to the organization.
A.
B.
C.
D.
E.
F.
G.
H.
balance between personal assessment and market (Zandy Leibowitz)

trait and factor theory (Williamsons theory)
developmental theory (stage theory)
personality or typology theory (career choice content theory)
behavioral theory (career choice content and process theory)
career anchors theory (Edgar Shein)
issues associated with career planning theories (e.g., generational and multicultural)
development approaches for key roles and jobs (e.g., leadership development, coaching,
mentoring, action learning).
AOE7-K4. Individual and Organizational Assessment Tools

Assessment tools can facilitate the process of career planning and talent management by identifying
individual strengths and opportunities for improvement and the characteristics important to an
organizations growth. In most situations, learning and development professionals use multiple
assessments because of the complexity of the construct being measured. The key to using such
assessment tools is to understand the purpose of a tool, the validity and reliability evidence that supports
it, and the inferences appropriately drawn from it. Learning and development professionals must also
know limitations to avoid a tools misuse.
A.
B.
C.
D.
E.
multi-rater feedback
personality type
career profiles
leadership assessments
administration considerations (e.g., accommodations for individuals with disabilities)
AOE7-K5. Talent Management Analytics

Increasingly sophisticated talent management solutions capture large amounts and varieties of employee
data. Learning and development professionals should understand what data are available to them and
think carefully about how that data can provide insight into and improve individual and organizational
performance.
A.
B.
C.
types of learner data available through talent management databases

methods of capturing learner data
methods of analyzing learner data in a manner that facilitates decision making.
(AOE4-K5)
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AOE7-K6. New and Emerging Talent Management Software Solutions

Technology enables organizations to capture, store, and share data from all components of the talent
management system. Learning and development professionals should have an understanding of the
talent management software and applications used by their organization. Further, professionals should be
capable of retrieving individual, group, and organizational level data from such systems to address needs
at all levels.
A.
B.
C.
technological capabilities of the organization

AOE7-K7. Approaches to Maximize Workplace Diversity

Learning and development professionals use multiple approaches to maximize workplace diversity.
Diversity initiatives should not only focus on race or ethnicity and gender, but should also include age,
interests, cultural orientation, and other descriptors. You must develop programs that provide an
awareness of diverse groups and populations.
A.
B.
C.
C.
D.
E.
F.
G.
H.
cultural awareness (by time zone, region, country, and continent)

gender awareness
race awareness
generational differences
personal space
disability awareness
conflict management
versatility in response to cultural or gender differences
facilitation of inclusion.
AOE7-K8. Legal and Ethical Issues Related to Integrated Talent Management

Learning and development professionals have strict ethical standards regarding the confidentiality of
employee information, especially as it relates to counseling and administration of psychological and
personality tests. Learning and development professionals must be aware of the credentials required to
administer psychological tests and ensure that tests are administered by certified professionals. You must
understand the legal ramifications of all aspects of the talent management cycle.
A.
B.
C.
D.
E.
F.
G.
H.

civil rights
workplace safety
union relations
corporate policies and procedures.
AOE 8: Change Management

Applying structured approaches to shift individuals, teams, and organizations from a current state to a
desired state.
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20142015
AOE8-K1. Systems Thinking and Open Systems Theory

Organizational change requires taking a systemic view of an organization. You can examine all processes
provided they employ appropriate systems thinking. How organizational systems affect processes and
where a systemic solution may be useful are central to your facilitation of organizational change.
A.
B.
C.
D.
E.
interrelationships among people, processes, and technology

cultural and global awareness
mergers and acquisitions management
industry
system archetypes.
(AOE3-K2)
AOE8-K2. Chaos and Complexity Theory
Chaos theory is based on an underlying assumption that order exists even when not immediately
identifiable. Complexity theory defines chaos as one mode of behavior within the theory. Using both
theories to approach each organizational change initiative offers you a view of uncertainty.
A.
B
definition of chaos/complexity
similarities and differences between chaos and complexity.
AOE8-K3. Action Research Theory

In an action research initiative, the subjects of a research project and the researchers jointly contribute to
the design and desired outcomes. The relationship of the theory to facilitating organizational change is
important to the approach that you decide to take.
A.
B.
C.
D.
Blooms taxonomy
Six Sigma
Kepner-Tregoe Model
Lean enterprise.
AOE8-K4. Appreciative Inquiry Theory

Appreciative inquiry is a form of action research that collects peoples stories of best practices. You can
use the description of best practices to initiate organizational change. How you collect and interpret those
stories is central to the appropriate use of this technique.
A.
B.
C.
D.
how to engage in positive dialogue with key stakeholders

effective and positive questioning techniques
how to design methods for creating the desired state
how to implement the recommended design methods.
AOE8-K5. Organizational Systems and Culture

Organizational culture, in its broadest sense, is manifested through the day-to-day interactions of
employees who are often geographically dispersed. Few members of an organization work as an
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individual contributor; most must engage others in a team environment to make things happen to achieve
business results. Your ability to understand how your learners contribute to meeting organizational goals
within a complex system is critical. This requires an awareness of formal and informal leaders,
organizational maturity, and employee motivation.
A.
B.
C.
D.
E.
F.
G.
H.
leadership within an organizational context

evolution of organizational structures
evolution of leadership models
leadership styles
leadership compared to management
forces of change on organizations
need for learning culture in knowledge based organization
factors which influence a learning culture.
AOE8-K6. Change Theory and Change Models

Change is a constant for organizations that expect to maintain a competitive advantage. Your
understanding of change theories is essential to helping organizations successfully navigate and facilitate
change. The learning organization is an essential component in facilitating change and conveying its
benefits to the organization. Listening to concerns is important, because organizational change is
personal. Change agents at all levels of the organization resolve objections and encourage alignment.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
change strategy
types of change
how people change and human reactions to change
how to define as is (i.e., current state identification)
how to define intended outcomes, that is, performance metrics or targets
how to sell the change strategy upward
infrastructure and roles
how to plan for change (project planning and inclusion)
how to analyze stakeholders; considering cultural implications
pacing strategies, how to set milestone evaluations; how to consider transitions
how to facilitate change (selecting a variety of media and styles)
how to overcome resistance or complacency
impact analysis.
(AOE3-K5)
AOE8-K7. Process Thinking and Design
Training organizations may opt for any of many process strategies, depending on the nature of the
business. You must consistently use those strategies to make decisions and help the organization
achieve its desired state. You will adhere to systematic standards for implementing projects to maximize
acceptance, minimize risk, and allow effective contingency planning. Your goal as a training professional
is to secure a seat at the planning table, be a business partner, and to be involved in the change process
from the start. You should be able to provide and effectively communicate the success measures that are
aligned with stakeholder needs.
A.
B.
business process identification and discovery

variety of flows (work processes)
25


C.
D.
20142015
analysis tools and techniques

project management and project lifecycle issues.

Successful organizational change is directly tied to effective communication. Knowing your audience and
applying the appropriate communication style is helpful. If your verbal communication expresses
confidence, you will sell the change plan more easily. Your written communication should also be clear
and concise, a skill that greatly contributes to credibility and alignment.
A.
B.
C.

communication styles (verbal, written, and nonverbal)
(AOE3-K8)
AOE8-K9. Engagement Practices to Build Critical Mass
The active support and participation of others is always required to achieve business or organizational
goals. Your ability to engage others in actively participating in the identification, solution, and assessment
of problems and issues is a critical success factor.
A.
B.
C.
D.
needs analysis to define need for change

practices to fully define presenting issue and measure its effect on business or performance before
change
communication of issue or problem to workforce
importance of being owners of process.
AOE8-K10. Diversity and Inclusion

Diversity is a broad term that encompasses race, ethnicity, sexual orientation, faith, age, and other factors
that make each person unique. Acknowledging, accepting, and embracing diversity through inclusion
increases the likelihood that your decisions will be effective. By naturally providing opportunities for
learners to present and discuss diverging views, you introduce a forum of open communication that will
increase the likelihood of positive outcomes.
A.
B.
C.
D.
E.
F.
G.
H.
I.
cultural differences (by region, country, and continent)

gender awareness
generational differences
personal space
disability awareness
conflict management
challenges to assumptions
versatility in response to cultural or gender differences
facilitation of inclusion.
AOE8-K11. Motivation Theories

Change is a business decision that has significant emotional and political effects on people. What
motivates your employees will vary, but your understanding of motivating factors is perhaps the most
critical element to consider when implementing organizational change to minimize resistance, turnover,
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20142015
and failure to institutionalize the change. Failure to maximize retention during major change can also
affect the outcome. You can help management understand how it can motivate employees during a time
of transition by rewarding those who have embraced change and providing support to those who have
not.
A.
employee motivators
B.
considerations for motivating learners.
AOE8-K12. Mindset and Mental Models and Their Influence on Behavior and Performance
You bring unique knowledge, skills, and experience to the workplace. Deep-seated assumptions are often
challenged and require expanded thinking to accept new ideas, tools, and processes. You need to
consistently be mindful, aware, and willing to change styles to be successful.
A.
B.
C.
management styles
personal social styles
emotional intelligence.
AOE 9: Knowledge Management

Capturing, distributing, and archiving intellectual capital in a way that encourages knowledge-sharing and
collaboration in the organization.
AOE9-K1. Knowledge Management Concepts, Philosophy, and Theory
Knowledge is provided through two methods: instruction and sharing. Instructors may provide
organizational knowledge (such as corporate ideals, expectations, and safety) in a classroom, online, or
on the job. Organizations and individuals may share knowledge informally or formally through
collaboration, social media, mentoring, and socialization. Knowledge management (KM) involves effective
capture, use, and reuse of organizational knowledge to benefit the organization and individuals.
A.
B.
C.
concept of KM
components of KM
goals of KM.
AOE9-K2. Knowledge Management Best Practices

Best practice is the development, sharing, preservation, and improvement of expertise. Best practices
help learning and development professionals prepare learning goals and plans. The plan for improving
organizational knowledge will use formal (classroom, lecture) and informal (on-the-job, shadowing,
mentoring, mobile, and social learning) learning to benefit the strategic process.
A.
best practices in KM.
AOE9-K3. Knowledge Mapping Techniques

Knowledge mapping connects knowledge, education, process, policy, expertise, and practical application
to enable sharing and access. It helps clarify the roads to knowledge. Any member of an organization
should be able to follow an identified knowledge map. A systematic plan must identify the owners of
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knowledge, individuals who could use the knowledge, and a way to provide that knowledge in a timely
and seamless manner.
Knowledge mapping identifies the experts, best communicators, and best practices of an organization.
Knowledge mapping also includes identifying the formal and informal learning and development solutions
that will enhance learning, and improve performance on the job.
A.
B.
C.
D.
E.
F.
G.
H.
I.
purpose of knowledge mapping

knowledge-mapping process
key principles of knowledge mapping
corporate culture and leadership
attitude of management
rewards and incentives for encouraging knowledge management participation
techniques for capturing knowledge
how to establish KM support in the organization
effects of KM on meeting business goals.
AOE9-K4. Existing and Emerging Technologies that Enable Informal Learning and KnowledgeSharing
Technology enables organizations to capture, store, and share institutional knowledge. Such knowledge
may be conveyed formally (e.g., through classroom training) or informally (e.g., through social media).
Successful use of these methods depends on an organizations ability to capture, archive, and retrieve
knowledge. KM tools enable the organization to reuse information, contact original sources, and maintain
original meanings. New members of an organization can quickly locate and learn from existing knowledge
by contacting the primary information source.

A.
B.
C.
D.
E.
content management systems (CMS) with indexing and search facilities

learning content management systems (LCMS)
document management systems
user generated content
knowledge management repositories.
AOE9-K5. Social Learning Techniques and Technologies

The accelerated use of social media and social learning tools in the workplace is changing the landscape
of the learning and development field. While the technologies are important, they are only tools that
enable learning to occur. In short, they are a means to an end and are only one component of learning.
Social learning can occur as either a formal, organization-driven process or as an informal, employeedriven process. A learning and development professional should be constantly monitoring the emerging
trends in this area and determining ways to incorporate them into their programs.
A.
B.
C.
purpose
categories of tools, and how and when to apply each of them
common organizational obstacles and techniques to overcome them.
AOE9-K6. Primary Business Processes That Support Knowledge Exchange
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To effectively develop a KM system, you need an organization to identify and document business
processes that support knowledge exchange. By documenting those processes, an organization can
streamline and automate repetitive tasks and the learning process. Streamlining processes entails
workflow identification and management, automation of forms and queries, and establishment of
communities of practice supported by a knowledge exchange network.
A.
B.
C.
D.
state of the business

environment
(AOE1-K1; AOE5-K1)
AOE9-K7. Business Process Analysis as It Applies to Knowledge Management
Business process analysis is a structured method of documenting business rules and functions to reveal
inefficiencies and highlight strengths. It helps institutions pinpoint areas where they might increase
productivity or streamline processes by standardizing workflows and increasing information reuse. This
analysis can help organizations effectively and efficiently capture, store, retrieve, and manage knowledge.
Successful KM is linked to logical connections to the organizations business needs. Tools and
techniques should be considered as part of the analysis process and may be helpful in the development
of those connections.
A.
B.
C.
D.
business process identification and discovery

variety of flows (work processes)
analysis tools and techniques
project management and project lifecycle issues.
AOE9-K8. Systems Analysis and Design

To accurately capture the requirements for a comprehensive and holistic KM system, a rigorous systems
analysis and design must look at current system functionality (if it exists) and determine what deficiencies
(or gaps) exist that prohibit the organization from reaching its KM goals. If the desired goals are not met in
the current system, a system specification should be designed that minimizes the gaps between the
current and the desired state.
A.
B.
how to align knowledge management with the organization as a system

workflow process mapping for systems.
AOE 10: Learning Technologies

Identifying, selecting, and applying a variety of learning technologies; adapting learning technologies;
matching the appropriate technology to the specific learning opportunity or challenge at hand.
Unlike the other Areas of Expertise, there is not a separate list of key knowledge areas or key actions for
this AOE. Learning Technologies are threaded across a variety of AOEs since they are applied in a
number of different contexts.
The following list contains examples of key knowledge areas and key actions that are related and tightly
linked to the use of learning technologies. These are only a sample of what training and development
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20142015
professionals need to know and do to be successful in the field, as it pertains to learning technologies
specifically.
Key Knowledge Areas (Examples)
1. Instructional Design (K8): Various delivery options and media (e.g., mobile, online, classroom,
multimedia).
2. Instructional Design (K9): Existing and emerging learning technologies and support systems
(e.g., collaborative learning software, learning management systems, authoring tools, social
media).
3. Training Delivery (K4): Various delivery options and media (e.g., mobile, online, classroom,
multimedia).
4. Training Delivery (K5): Existing and emerging learning technologies and support systems (e.g.,
collaborative learning software, learning management systems, social media).
5. Managing Learning Programs (K2): Existing and emerging learning technologies and support
systems (e.g., collaborative learning software, learning management systems, authoring tools,
social media).
6. Integrated Talent Management (K6): New and emerging talent management software solutions.
7. Knowledge Management (K4): Existing and emerging technologies that enable informal
learning and knowledge-sharing (e.g., online collaborative workspaces, mobile technologies).
8. Knowledge Management (K5): Social learning techniques and technologies.
30


Appendix F - Knowledge Exam Content Outline - Final - 10-2014

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CPLP Certification HandbookAppendix F