Certified Professional In Learning And Performance Cplp

Instructions:

• Answer 50 questions in 15 minutes.
• If you are not ready to take this test, you can study here.
• Match each statement with the correct term.
• Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.

1. Knowledge
Thinking about the whole organization - rather than individuals - and looking primarily at processes
Developing employees - motivating employees - deploying employees - aligning people to process to increase performance
Visual - Auditory - and Kinestethic
Information that combined with understanding enables understanding


2. The seventh component of the ASTD HPI model
Upper-left cerebral - lower-left limbic - upper-right cerebral - and lower-right limbic
Suggestopedia
Groupthink
Change Management


3. Three drawbacks of classroom training
Conduct a SWOT - establish strategic goals - develop strategies to achieve the strategic goals
High cost - scheduling difficulties - and temporary (unless learners have opportunity to practice)
Solution Selection
Personal space


4. The mode of training for which classroom training is most effective
A variable that can have one of two possible values.
Psychomotor skills
Performance audit
Opportunity-centered


5. Change management
Change is a process not an event. Change management is the process of directing change at each level of an organization.
Threat - problem - solution - habit
Visual - Auditory - and Kinestethic
Business Analysis


6. The purposes of training evaluation

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7. Predictive validity
The extent to which an instrument predicts future results
Balanced scorecard
Icebreakers do not have to relate to the session materials. Opening exercise introduces the session materials being taught.
- measure - analyze - improve - control


8. Qualitative
Extroversion/Introversion - Sensing/Intuition - Thinking/Feeling - Judgment/Perception
Written tests - oral Q&A - performance tests - role plays
Establish scope - create plan - implement plan - monitor/evaluate/revise plan
Measures looking at opinions - behaviors - and attributes


9. Information
Entertainment - interaction - control - usability - and customization
Pilot tests - technical reviews - production reviews
Data that has been given context
Action plans - interviews - questionnaires - focus groups - performance contracts


10. Median
The minimum time schedule for completing all the tasks in a project with several overlapping or dependent tasks.
Structure and processes - resources - information - knowledge and skills - motives - and wellness.
The selection of measurement points which can have a large impact on the research's ability to be generalized
The mid-point of the distribution - 50% of the values are above/below this value


11. The philosophy of teaching focusing on the instructor rather than the participant - and is generally used to in reference to teaching children
Monetary impact/ROI
Computer-based training. Any learning event that uses computers as the primary distributions method.
Pedagogy
Terminal objectives


12. Three process principles of strategic management development that are likely to remain constant across organizations
Performance records - direct observation - supervisor checklists
Identify business goals - clarify those goals - determine specificity and measurability of the goals.
Dictatorship - anarchy - democracy
Managers are responsible for their own development - executives are responsible for the development of their subordinates - the organization is responsible for providing growth opportunities


13. The four areas measured during a training needs assessment
Likert scale
Business needs - performance needs - learning needs - and learner needs
Formative evaluation
Psychomotor skills


14. Sequencing and structure are closely related. What refers to the relationship among skills and topics
Mentoring is longer term - and mentors do not have responsibility for participants improvement.
Questionnaires - follow-up interviews - observation checklists
Structure
Psychomotor skills


15. The ability of the same measurement to produce consistent results over time
Management - performance
Focused on fundamental shifts in how people view themselves - and intentional alterations of beliefs and values about the world and themselves
Learning
Reliability


16. The seven basic self-governing behaviors
Honesty - fairness - lawfulness - compassion - respect - loyalty - dependability
Measures looking at opinions - behaviors - and attributes
Knowledge - skills
Myer-Briggs Type Indicator (MBTI) - DiSC personality profile


17. The way a person prefers to learn new content
Learning style
Subject-matter expert
Cause Analysis
Hard data


18. The two mechanisms the chaos and complexity theory focus on
Kurt Lewin's forcefield analysis
Information - feedback
Performance records - direct observation - supervisor checklists
Email - whiteboard - bulletin boards - chat rooms - online presentation tools - WIKIs - Blogs - forums - social sites


19. Steps in Pfeiffer and Jones' experiential learning cycle
Language - speech - environmental - and psychological
Reality - feasibility - authority - and learning opportunities
Experiencing - publishing - processing - generalizing - and applying
Diagnose the problem - generate alternative actions/behaviors - identify consequences for those actions/behaviors


20. List 10 types of root causes

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21. The seven characteristics of good dialog
Analytical - amiable - drivers - expressive
Do not discriminate in any aspect of employment based on disabilities - with reasonable accommodations such as interpreters - reading aids - instructional material modifications - etc.
Reliability
Relevance - inquiry - freedom - connectedness - reception - empowerment - play


22. The methods learning organizations use to create and foster productive learning
Functional context
Culture - vision - strategy - and structure
Validity
Long-term process for performance improvement based on 1-on-1 interactions where mentee retains the responsibility for improvement


23. The components of the action learning formula
L = P + Q + R. Learning - Programmed instruction - Questioning - Reflection
Suggestopedia
Upper-left cerebral - lower-left limbic - upper-right cerebral - and lower-right limbic
An unknown or uncontrolled variable that produces an effect


24. The tasks involved in the development phase of strategic development
Experiential learning
Pilot tests - technical reviews - production reviews
Measures looking at opinions - behaviors - and attributes
Conduct a SWOT - establish strategic goals - develop strategies to achieve the strategic goals


25. The three foundations of action learning

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26. The characteristics of a complex system
Meta-evaluation
Language - speech - environmental - and psychological
The whole is more than the sum of the parts - patterns are everywhere in the system - cause and effect is never simple - history does and does not repeat itself - change come from chaos - the future can and cannot be predicted
A group of people who share a common interest - and are willing to share the experiences of their common interest.


27. Level 5 evaluation
Monetary impact/ROI
Lack of knowledge or skills - lack of physical resources - process problems - lack of information - lack of leadership - lack of information on consequences - lack of motivation - inadequate feedback - inadequate incentives - performer's lack of capa
Knowledge in one's personal memory - includes judgment - insights - experience - know-how - personal beliefs - and personal values.
Opener - bridge - main body - and close


28. Contrast mentoring to coaching
Establish scope - create plan - implement plan - monitor/evaluate/revise plan
Mentoring is longer term - and mentors do not have responsibility for participants improvement.
Personal space
Validity


29. The second component of the ASTD HPI model
A variable in whole number or distinct units (opposed to continuous)
Performance Analysis
Reaction
Email - whiteboard - bulletin boards - chat rooms - online presentation tools - WIKIs - Blogs - forums - social sites


30. Community of practice
Silence
Speed - quantity - quality/accuracy - thoroughness - timeliness
A group of people who share a common interest - and are willing to share the experiences of their common interest.
Learning organizations - systems thinking


31. Mean
Monetary impact/ROI
The sum of the numbers divided by the total number of values
Behavior
Thinking about the whole organization - rather than individuals - and looking primarily at processes


32. What is the primary reason for 360-degree feedback
Solution Implementation
Review strategies - measure performance - take correction action
Room size or number of participants is too large - when trainer wants to be more formal - when trainer has illegible handwriting - when the trainer presents the same program regularly.
To aid in career planning


33. Confounding
Icebreakers do not have to relate to the session materials. Opening exercise introduces the session materials being taught.
Performance audit
An unknown or uncontrolled variable that produces an effect
Written tests - oral Q&A - performance tests - role plays


34. The analysis that identifies forces that maintain the status quo - and the approaches to allow change

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35. The three tasks of business analysis
Developing employees - motivating employees - deploying employees - aligning people to process to increase performance
Silence
Identify business goals - clarify those goals - determine specificity and measurability of the goals.
Information - resources - incentives/consequences - knowledge and skills - capacity - and motivation.


36. Four common mistakes HPI professionals make in selecting - designing - and implementing interventions
Icebreakers do not have to relate to the session materials. Opening exercise introduces the session materials being taught.
Learner self-concept - Learner prior experience - Readiness to learn - Orientation to learning - and Motivation to learn
Opportunity-centered
Failure to partner - failure to consider culture - failure to manage change - and failure to adapt to the client.


37. The fifth component of the ASTD HPI model
Solution Implementation
Upper-left cerebral - lower-left limbic - upper-right cerebral - and lower-right limbic
A visual tools used to systematically describe actions/behaviors in a sequential flow - including all the steps and tasks for that process flow.
Terminal objectives


38. Factors that determine fair use
Purpose and character of use (commercial or nonprofit educational use) - nature of the copyrighted work - amount of the work used in relationship to the whole of the work - effect on the market potential for or value of the copyrighted work
Technology - new products - shareholders - financial conditions - system challenges - process challenges - policies
Passive - active - empathetic - listening for knowledge - listening for clarification
Validity


39. Types of Level 1 instruments
Solution Selection
Cost or budget - lesson content - learner background and expectations - time available - and facilities/equipment/materials
Questionnaires - follow-up interviews - observation checklists
Benjamin Bloom


40. Level 2 evaluation
Characteristics of adults as learners (CAL) conceptual framework
Data - Information - Knowledge
Cause Analysis
Learning


41. The framework developed by Patricia Cross to describe some differences between adult and child learners
Long-term process for performance improvement based on 1-on-1 interactions where mentee retains the responsibility for improvement
Characteristics of adults as learners (CAL) conceptual framework
Upper-left cerebral - lower-left limbic - upper-right cerebral - and lower-right limbic
The extent to which an instrument predicts future results


42. The method used to identify the efficiency and effectiveness of employees
Performance audit
A group of people who share a common interest - and are willing to share the experiences of their common interest.
Enabling objectives
Written tests - oral Q&A - performance tests - role plays


43. Sampling

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44. Three learner preferences as defined by the VAK model
Data from archival records - existing records - report - and data
Visual - Auditory - and Kinestethic
Structure and processes - resources - information - knowledge and skills - motives - and wellness.
Sorting - tabulating - and comparing raw to summarized data


45. The theory that matches individual needs to instructional experiences
Documentation audit - information system survey - identification of external information sources
Agreeing with the client when another response would be better - being judgmental or too rigid - progressing at the wrong pace (too fast/too slow) for the client
Formative evaluation
Opportunity-centered


46. Single-loop learning
Focused on learning and using new necessary skills through incremental change
Business Analysis
Andragogy - time pressures - goal orientation - previous knowledge and experience - relevent content - levels of motivation - and different learning styles
Electronic performance support system (EPSS)


47. Three tools for determining learner preferences
Icebreakers do not have to relate to the session materials. Opening exercise introduces the session materials being taught.
Productivity Environmental Preference Survey (PEPS) - Canfield Learning Style Inventory - and Learning Style Questionnaire
Balanced scorecard
Andragogy - time pressures - goal orientation - previous knowledge and experience - relevent content - levels of motivation - and different learning styles


48. Double-loop learning
Focused on fundamental changes to thinking patterns and behaviors
Managerial/administrative - supervisory - functional
Presentation software
Action plans - interviews - questionnaires - focus groups - performance contracts


49. Examples of courseware
Mentoring is longer term - and mentors do not have responsibility for participants improvement.
Developing employees - motivating employees - deploying employees - aligning people to process to increase performance
Self-study guides - job aids - instructor-led materials - technology-delivered training deliverables - assessments
Review strategies - measure performance - take correction action


50. Five job analysis methods
Identify performance gaps - gains commitment to learning - constructs practice to close gaps - drives application and reflection to improve competence
Interview - survey/questionnaire - observation - focus group - work diary/work log
Questions that check for understanding or test for consensus
Websites where users post questions - thoughts and observations - and can reply to other users postings of the same