appendix f- knowledge exam content outline_final_10-2014

CPLP Certification HandbookAppendix F 20142015

1 Effective: October 1, 2014November 30, 2015 Modified: December 1, 2013

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



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. the ways in which informal learning can occur

B. learning platforms (resources available to learners)

C. techniques for encouraging the use of informal approaches

D. techniques for facilitating the development of personal learning networks

E. ways to identify learning communities F. ways to grow and foster learning

communities in the organization

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.



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. state of the business (e.g., expanding, cutting costs) B. culture or value systems C. organizational environment D. 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. Successful performance requires knowledge of: A. methods of data collection (i.e., qualitative vs. quantitative) C. job and task analysis methods D. advantages and disadvantages of different job and task analysis methods E. 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. Successful performance requires knowledge of: A. concepts and issues of research design B. sources of measurement error C. rights of human subjects D. tools for problem identification E. data collection methods F. data organization methodology G. data storage.



(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. Successful performance requires knowledge of: A. requirements for unique content (vs. existing content) B. methods of eliciting and validating content from SMEs (e.g., interviews, focus groups, surveys) C. 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. Successful performance requires knowledge of: A. theories of learning, memory (how people retain information) and instruction B. hierarchy of needs (Abraham Maslow) C. learning theory (e.g., Malcolm Knowles) D. differences between teaching, presenting, and facilitating learning E. guidelines for facilitating learning F. individual characteristics of learning G. adult development theories I. learning brain model J. modes of learning K. external and environmental influences on learning L. multiple intelligences (Howard Gardner) M. 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. Successful performance requires knowledge of: A. ADDIE model B. nine instructional events (Gagne) C. rapid design/prototyping D. learner-centered instruction (Carl Rogers) E. theory of behavioral objectives (Robert Mager) F. Blooms taxonomy G. how to write objectives for training H. types and principles of sequencing I. systems approach to instructional design (Dick and Carey) J. instructional systems design model (Seels and Glasgow)



K. systematic instructional design model (Smith and Ragan) L. accelerated learning M. general principles that guide instructional design N. basics of how courses are designed O. 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. Successful performance requires knowledge of: A. how to align instructional methods to course content (e.g., discussion, exercise, self-directed

learning) B. 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. Successful performance requires knowledge of: A. online and mobile learning approaches (requiring the hands-on use of learning software to design

and develop learning programs) B. performance support systems C. classroom training (face-to-face) approaches D. blended learning approaches E. gaming and simulation approaches F. self-directed approaches G. 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. Successful performance requires knowledge of: A. technological capabilities of the organization (e.g., what solutions are feasible in a particular

organizational context) B. differences between online learning, informal learning, and traditional courses, and their

implications



C. selection processes: choosing one or more technologies based on achieving desired learning outcomes

D. types and characteristics of organization-wide learning systems (e.g., collaborative learning software, learning management systems, authoring tools, and social media)

E. how to develop and adapt content and resources appropriate for the technology F. strategies for keeping up-to-date with emerging technologies G. 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. Successful performance requires knowledge of: A. visual, auditory, and kinesthetic (VAK) model B. four basic learning styles (David Kolb) C. learning style inventory (Harvey Silver and Robert Hanson) D. multiple intelligences (Howard Gardner) E. brain-based approaches to learning (Ned Hermann) F. perceptual modality G. factors affecting the speed at which adults learn (psychological, mental, and emotional

characteristics of adult learning) H. adult learning (CAL and COR; Patricia Cross) I. 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. Successful performance requires knowledge of: A. approaches to motivating learners B. how cultural norms/values influence learning C. how cognitive abilities influence learning D. learning preferences (e.g., visual, auditory, kinesthetic) E. how previous experiences influence learning F. 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 data-gathering 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. Successful performance requires knowledge of: A. purpose of assessment



B. types of data collection methods (e.g., multiple-choice questions, hands-on performance, open-ended 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. Successful performance requires knowledge of: A. employment law and regulatory requirements B. civil rights C. workplace safety D. securities and financial reporting E. information technology compliance F. union relations G. intellectual property (copyright and fair use) H. corporate policies and procedures I. ethical standards.

AOE 2: Training Delivery (Weighted 16% of the exam)

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. Successful performance requires knowledge of: A. theories of learning, memory (how people retain information) and instruction B. hierarchy of needs (Abraham Maslow) C. learning theory (Malcolm Knowles) D. differences between teaching, presenting, and facilitating learning E. guidelines for facilitating learning (Carl Rogers) F. individual characteristics of learning G. adult development theories I. learning brain model J. modes of learning K. external and environmental influences on learning L. multiple intelligences (Howard Gardner) M. 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



appropriate methods. Instructional strategies must meet your participants needs and create an effective learning atmosphere. Successful performance requires knowledge of: A. how to align instructional methods to course content (e.g., discussion, exercise, self-directed

learning) B. 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. Successful performance requires knowledge of: A. the ways in which informal learning can occur B. learning platforms (resources available to learners) C. techniques for encouraging the use of informal approaches D. techniques for facilitating the development of personal learning networks E. ways to identify learning communities F. 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. Successful performance requires knowledge of: A. online and mobile learning B. performance support systems C. classroom training (face-to-face) D. blended learning approaches E. gaming and simulation approaches F. self-directed approaches G. on-the-job training (e.g., peer to peer, coaching, mentoring) F. 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. Successful performance requires knowledge of:



A. technological capabilities of the organization (e.g., what solutions are feasible in a particular organizational context).

B. differences between online learning, informal learning, and traditional courses, and their implications

C. selection processes: choosing one or more technologies based on achieving desired learning outcomes

D. types and characteristics of organization-wide learning systems (e.g., collaborative learning software, learning information systems, authoring tools, and social media)

E. how to develop and adapt content and resources appropriate for the technology F. strategies for keeping up-to-date with emerging technologies G. ways to evaluate new technologies. (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. Successful performance requires knowledge of: A. how to create a positive learning climate (both in classroom presentation and online delivery) B. how to prepare for the presentation C. how to understand presentation behavior and platform attributes D. how to use icebreakers, opening exercises, and closing activities E. how to facilitate learning activities F. how to perform on-the-spot assessment of participants success in achieving program objectives G. how to understand techniques for delivering training online versus in the classroom H. how to identify training and/or presenting style I. types of presentation and facilitation styles (advantages and disadvantages) J. 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. Successful performance requires knowledge of: A. visual, auditory, and kinesthetic (VAK model) B. four basic learning styles (David Kolb) C. learning style inventory (Silver and Hanson; based on Myers-Briggs) D. multiple intelligences (Howard Gardner) E. brain-based approaches to learning (Ned Herrmann) F. perceptual modality G. factors affecting the speed at which adults learn (psychological, mental, and emotional

characteristics) H. adult learning (Patricia Cross; CAL and COR) I. accelerated learning techniques. (AOE1-K10)

AOE2-K8. Organizational or Cultural Differences in Learning Preferences, Communication, and Classroom Behavior



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. Successful performance requires knowledge of: A. communication barriers B. preferences for formal vs. informal approaches C. learning preferences (e.g., lecture vs. group activities) D. classroom management issues E. 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. Successful performance requires knowledge of: A. identify your training or presenting style (e.g., preference for lecture, hands-on instruction, or

informal learning) B. understand ways individual training styles impact delivery capabilities C. 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. Successful performance requires knowledge of: 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 guidelinessuch as nondisclosure agreements, compliance standards, privacy, or confidentialityis also your responsibility. Successful performance requires knowledge of: B. civil rights C. workplace safety D. securities and financial reporting E. information technology compliance F. union relations G. intellectual property (e.g., copyright and fair use, attribution) H. corporate policies and procedures I. ethical standards.



AOE 3: Performance Improvement (Weighted 16% of the exam) 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. Successful performance requires knowledge of: A. purpose and goals of HPI B. factors that affect human performance C. models of impact on human performance D. differences between HPI and other interventions (e.g., training, coaching) E. the way all the parts of HPI fit together (e.g., analysis, intervention selection, implementation,

evaluation) F. relationship between systems thinking and performance improvement G. relationship between the strategic goals of organization and the HPI initiative H. 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. Successful performance requires knowledge of: A. cultural and global awareness B. mergers and acquisitions management C. industry knowledge D. broad company knowledge E. 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. Successful performance requires knowledge of: A. issue or needs identification B. project scope C. measurement criteria D. constraints analysis E. population analysis F. cultural analysis



G. gap analysis H. workflow analysis I. external analysis J. resource analysis K. root cause analysis L. 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. Successful performance requires knowledge of: A. potential solutions (i.e., understanding of the range of solutions, not necessarily detail on how to

design and implement every solution) B. process redesign, technology solutions, and/or ergonomic solutions C. employee selection, competency modeling, and coaching D. performance management systems (i.e., reward and recognition) E. change management, goal alignment, and culture change F. knowledge management and communication G. budgeting and cost H. organizational fit based upon analysis (e.g., population analysis, resource analysis) I. importance of describing features, advantages, and benefits of various solutions J. ethics and integrity K. partnership creation and support L. 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. Successful performance requires knowledge of: A. how to define as is (current state identification) B. how to define intended outcomes; that is, performance metrics or targets C. how to sell the change strategy upward D. how to plan for change (project planning and inclusion) E. how to analyze stakeholders; consider cultural implications F. how to set milestone evaluations; considering transitions G. how to facilitate change (selecting a variety of media and variety of styles) H. how to overcome resistance or complacency I. how to understand reactions to change J. how to champion change K. how to implement change L. how to evaluate effects of change. (AOE8-K6)



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. Successful performance requires knowledge of: A. the difference between training and facilitation B. questioning techniques C. meeting management D. process improvement methodologies E. decision-making methods and processes F. process mapping G. group dynamics; observation and intervention H. nominal group technique (NGT) I. stages of team development J. 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. Successful performance requires knowledge of: A. software tools B. planning worksheets C. time management D. project goals E. project lifecycle F. project roles G. project tools H. 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. Successful performance requires knowledge of: A. ways that communication relates to facilitating change B. communication styles (verbal, written, and nonverbal) C. communication channels, informal networks, and alliances. (AOE8-K8)



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. Successful performance requires knowledge of: A. prevailing group dynamic models (e.g., Tuckman, Cogs ladder) B. 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. Successful performance requires knowledge of: A. systematic approach to improving individual and organizational performance (human performance

technology) B. assessment development issues (e.g., formative and summative) C. measurement process D. goal attainment models (Tyler) E. output models (Scriven) F. levels of evaluation G. Six Sigma methodology H. balanced scorecard approach I. meta-evaluation methods.

AOE 4: Evaluating Learning Impact (Weighted 12% of the exam)

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. Successful performance requires knowledge of: A. frequency distributions B. measurement scales and statistical implications C. measures of central tendency D. measures of variance E. distributions and standard scores F. correlation G. statistical inference



H. hypothesis testing I. effect sizes J. confidence intervals K. 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. Successful performance requires knowledge of: A. concepts and issues of research design B. planning for research design development and aligning with organizational goals C. sources of measurement error D. rights of human subjects E. tools for problem identification F. data collection methods G. data organization methodology H. 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. Successful performance requires knowledge of: A. return-on-investment (ROI) B. return-on-expectation (ROE) C. cost-benefit D. 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. Successful performance requires knowledge of: A. how to identify the data most relevant to a specific organizational question or issue B. how to extract, link, and clean data from organizational databases C. how to conduct analyses that most directly address the organizational need.



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. Successful performance requires knowledge of: A. qualitative data B. visual display of quantitative information C. estimation and error reporting D. synthesis of data E. how to communicate to stakeholders F. 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. Successful performance requires knowledge of: A. assessment development issues B. measurement process C. levels of evaluation D. goal attainment models E. output models F. Six Sigma methodology G. balanced scorecard approach H. human performance technology (HPT) I. meta-evaluation methods J. methods of formative evaluation K. methods of summative evaluation.

AOE 5: Managing Learning Programs (Weighted 10% of the exam)

Providing leadership to execute the organizations strategy; planning, monitoring, and adjusting learning and development projects or activities.

Strategic Knowledge Areas1

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. Successful performance requires knowledge of: 1 These are the knowledge areas necessary to lead the learning function as a business unit.



A. state of the business B. culture or value systems C. organizational environment D. organizational structure. (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. Successful performance requires knowledge of: A. technological capabilities of the organization (e.g., what solutions are feasible in a particular

organizational context) B. differences between online learning, informal learning, and traditional courses, and their

implications C. selection processes: choosing one or more technologies based on achieving desired learning

outcomes D. types and characteristics of organization-wide learning systems (e.g., collaborative learning

software, learning information systems, authoring tools, and social media) E. how to develop and adapt content and resources appropriate for the technology F. strategies for keeping up-to-date with emerging technologies G. ways to evaluate new technologies. (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. Successful performance requires knowledge of: A. types of systems B. 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.



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. Successful performance requires knowledge of: A. the range of available vendors B. 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. Successful performance requires knowledge of: A. activities related to the role of training manager B. 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-the-job training, performance objectives and appraisal, and links to organizational goals. Successful performance requires knowledge of: A. HR systems B. 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. Successful performance requires knowledge of: 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. Successful performance requires knowledge of: A. employment law and regulatory requirements B. civil rights C. workplace safety D. securities and financial reporting E. information technology compliance F. union relations



G. intellectual property (copyright and fair use) H. corporate policies and procedures I. ethical standards.

Tactical Knowledge Areas2

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. Successful performance requires knowledge of: A. program administration B. program curriculum: topics, outlines, objectives, courseware, media, and delivery methods C. facilities (i.e., equipment and resources) D. 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 decision-making 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. Successful performance requires knowledge of: A. how to develop a strategic plan B. role of training manager and business acumen C. budget management D. 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. Successful performance requires knowledge of: 2 These are the knowledge areas necessary to manage and implement learning projects.



A. software tools B. planning worksheets C. time management D. project goals E. project lifecycle F. project roles G. project tools H. 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. Successful performance requires knowledge of: A. ways that communication relates to facilitating change B. communication methods (verbal, written, and nonverbal) C. communication channels, informal networks, and alliances. (AOE3-K8; AOE8-K8)

AOE 6: Coaching3 (Weighted 7% of the exam)

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. Successful performance requires knowledge of: A. setting the foundation B. co-creating the relationship and building trust C. communicating effectively D. creating learning and development opportunities E. co-creating a call to action F. debrief, reflection, and measuring results.

3 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.



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. Successful performance requires knowledge of: A. privacy and confidentiality expectations B. conflicts of interest C. relationship limitations.

AOE 7: Integrated Talent Management4 (Weighted 9% of the exam)

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. Successful performance requires knowledge of: A. workforce planning and talent acquisition approaches B. performance management C. employee development D. succession planning E. compensation and rewards F. engagement and retention G. 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. Successful performance requires knowledge of: A. current capability assessment B. how to estimate future demand C. internal vs. external acquisition D. relationship between workforce planning and strategic planning E. job analysis and competency modeling F. role of HR in workforce planning

4 Definition was adapted from the ATD research report, Learnings Critical Role in Integrated Talent Management (ATD Press, 2010).



G. 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. Successful performance requires knowledge of: A. balance between personal assessment and market (Zandy Leibowitz) B. trait and factor theory (Williamsons theory) C. developmental theory (stage theory) D. personality or typology theory (career choice content theory) E. behavioral theory (career choice content and process theory) F. career anchors theory (Edgar Shein) G. issues associated with career planning theories (e.g., generational and multicultural) H. 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. Successful performance requires knowledge of: A. multi-rater feedback B. personality type C. career profiles D. leadership assessments E. 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. Successful performance requires knowledge of: A. types of learner data available through talent management databases B. methods of capturing learner data C. methods of analyzing learner data in a manner that facilitates decision making. (AOE4-K5)



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. Successful performance requires knowledge of: A. technological capabilities of the organization B. strategies for keeping up-to-date with emerging technologies C. ways to evaluate new technologies.

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. Successful performance requires knowledge of: A. cultural awareness (by time zone, region, country, and continent) B. gender awareness C. race awareness C. generational differences D. personal space E. disability awareness F. conflict management G. versatility in response to cultural or gender differences H. 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. Successful performance requires knowledge of: A. employment law and regulatory requirements B. civil rights C. workplace safety D. securities and financial reporting E. information technology compliance F. union relations G. intellectual property (copyright and fair use) H. corporate policies and procedures.

AOE 8: Change Management (Weighted 8% of the exam)

Applying structured approaches to shift individuals, teams, and organizations from a current state to a desired state.



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. Successful performance requires knowledge of: A. interrelationships among people, processes, and technology B. cultural and global awareness C. mergers and acquisitions management D. industry E. 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. Successful performance requires knowledge of: A. definition of chaos/complexity B 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. Successful performance requires knowledge of: A. Blooms taxonomy B. Six Sigma C. Kepner-Tregoe Model D. 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. Successful performance requires knowledge of: A. how to engage in positive dialogue with key stakeholders B. effective and positive questioning techniques C. how to design methods for creating the desired state D. 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



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. Successful performance requires knowledge of: A. leadership within an organizational context B. evolution of organizational structures C. evolution of leadership models D. leadership styles E. leadership compared to management F. forces of change on organizations G. need for learning culture in knowledge based organization H. 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. Successful performance requires knowledge of: A. change strategy B. types of change C. how people change and human reactions to change D. how to define as is (i.e., current state identification) E. how to define intended outcomes, that is, performance metrics or targets F. how to sell the change strategy upward G. infrastructure and roles H. how to plan for change (project planning and inclusion) I. how to analyze stakeholders; considering cultural implications J. pacing strategies, how to set milestone evaluations; how to consider transitions K. how to facilitate change (selecting a variety of media and styles) L. how to overcome resistance or complacency M. 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. Successful performance requires knowledge of: A. business process identification and discovery B. variety of flows (work processes)



C. analysis tools and techniques D. 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. Successful performance requires knowledge of: A. ways that communication relates to facilitating change B. communication styles (verbal, written, and nonverbal) C. communication channels, informal networks, and alliances. (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. Successful performance requires knowledge of: A. needs analysis to define need for change B. practices to fully define presenting issue and measure its effect on business or performance before

change C. communication of issue or problem to workforce D. 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. Successful performance requires knowledge of: A. cultural differences (by region, country, and continent) B. gender awareness C. generational differences D. personal space E. disability awareness F. conflict management G. challenges to assumptions H. versatility in response to cultural or gender differences I. 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,



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. Successful performance requires knowledge of: 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. Successful performance requires knowledge of: A. management styles B. personal social styles C. emotional intelligence.

AOE 9: Knowledge Management (Weighted 6% of the exam)

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. Successful performance requires knowledge of: A. concept of KM B. components of KM C. 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. Successful performance requires knowledge of: 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



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. Successful performance requires knowledge of: A. purpose of knowledge mapping B. knowledge-mapping process C. key principles of knowledge mapping D. corporate culture and leadership E. attitude of management F. rewards and incentives for encouraging knowledge management participation G. techniques for capturing knowledge H. how to establish KM support in the organization I. effects of KM on meeting business goals.

AOE9-K4. Existing and Emerging Technologies that Enable Informal Learning and Knowledge-Sharing

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. Successful performance requires knowledge of: A. content management systems (CMS) with indexing and search facilities B. learning content management systems (LCMS) C. document management systems D. user generated content E. 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, employee-driven 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. Successful performance requires knowledge of: A. purpose B. categories of tools, and how and when to apply each of them C. common organizational obstacles and techniques to overcome them.

AOE9-K6. Primary Business Processes That Support Knowledge Exchange



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. Successful performance requires knowledge of: A. state of the business B. culture or value systems C. environment D. organizational structure. (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. Successful performance requires knowledge of: A. business process identification and discovery B. variety of flows (work processes) C. analysis tools and techniques D. 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. Successful performance requires knowledge of: A. how to align knowledge management with the organization as a system B. 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



professionals need to know and do to be successful in the field, as it pertains to learning technologies specifically.

Key Knowledge Areas (Examples)

Successful performance requires knowledge of:

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.

How to Use This ResourceContent Outline by AOEAOE 1: Instructional DesignAOE 2: Training DeliveryAOE 3: Performance ImprovementAOE 4: Evaluating Learning ImpactAOE 5: Managing Learning ProgramsAOE 6: Coaching2FAOE 7: Integrated Talent Management3FAOE 8: Change ManagementAOE 9: Knowledge ManagementAOE 10: Learning Technologies

appendix f- knowledge exam content outline_final_10-2014

Documents

aoe of training delivery

learning impact

learning programs

learning technologies

knowledge management

power of informal learning

cplp knowledge exam

build learning communities