最も有効な CPTD 試験参考書

A talent development professional has been asked to provide feedback to a trainer about an in-person session that received poor evaluation responses. The training was for senior-level management to learn to be more strategic and collaborative in their annual planning session. The trainer presented the learners with theories and methods for strategic planning and how to collaborate. Survey responses revealed learners felt they had not learned what they expected to learn. What was the most likely problem?

• A. The presentations were not polished enough, and the trainer should have practiced more before the session
• B. The training did not provide situations where the learners could practice working as a group to come up with strategic priorities
• C. The training did not take into account the fact that the learners were experienced and motivated to learn
• D. The learners were not motivated to learn the content presented to them and did not see how it related to the task at hand

Which is the most important reason for a talent development (TD) professional to complete a business ecosystem analysis?

• A. To develop a strategic plan that is aligned with the current business goals and values
• B. To identify the strengths, weaknesses, opportunities, and threats to the business
• C. To be able to prepare the budget for the TD department
• D. To understand the role government, competitors, adjacent markets, and customers play in the business

A hacker was successful in accessing a financial services company ' s database of customer information after an employee clicked on a phishing email link. The company ' s chief executive officer (CEO) created a project team to address the security breach. As a member of the project team, a talent development (TD) professional is asked to evaluate the current security training for effectiveness. Since this is an urgent issue, the project team has been given 30 days to present recommendations.
Step 2
The data obtained indicates that the current training focuses on defining phishing and does not provide examples or information on how to recognize it and what actions to take.
Step 3
The project team decides that test phishing emails should be created to train employees about phishing and to collect more data on the issue.
Which step(s) should the TD professional take to analyze the effectiveness of the implemented solution?
Step 4
The test phishing emails are created, and the information technology department sets up the deployment schedule and results tracking for the emails. Over the first month, results indicate that 50% of the employees who received the emails clicked on the phishing link and received additional training on recognizing phishing emails.

• A. Conduct an employee survey of the training solution.
• B. Create an executive focus group to review the progress.
• C. Analyze the results for trends by job role.
• D. Interview employees who clicked on the phishing email.
• E. Send a Level 1 evaluation to all employees.
• F. Continue sending phishing emails to gather more data.

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

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

A talent development (TD) professional has been tasked with training a group of managers on how to be better coaches. The managers have been in their roles for one to three years, have some prior knowledge, are self-motivated to learn, and lack guidance. What is the most effective approach for the TD professional to take?

• A. Organize learners into small groups to discuss coaching ideas and receive feedback from peers
• B. Disseminate information about coaching theories to learners with explanations of what a good coach embodies
• C. Engage learners with opportunities to practice coaching and receive feedback from peers and TD professionals
• D. Provide information about coaching and allow learners to practice coaching each other