atd certification institute cplp case study: brookstream · assessments, attending training,...

ATD Certification Institute CPLP Case Study: Brookstream

Scenario Narrative

Brookstream Health, a national healthcare organization with over 100 hospitals, has a long‐term plan to

build/acquire five new hospitals per year. It currently takes 10‐12 months to hire and onboard a new

executive leader. Turnover for executive positions currently averages 10% per year.

The Associate Director (AD) of Organizational Development is responsible for leadership development

programs and initiatives for the corporation. The AD is tasked with building an accelerated leadership

program to develop qualified candidates who meet the program requirements and aspire to a hospital

executive leadership position. The AD is responsible for multiple roles throughout the project, including

project manager, instructional designer, vendor manager, and human resources liaison. The AD also

ensures compliance with legal, ethical, and regulatory requirements.

Program Plan

A core project team consisting of subject matter experts, trainers, and leadership coaches from other

learning and development programs were used to design the executive leadership‐in‐training program

“Developing Future Executive Leaders” using the ADDIE model. The project team gathered input from

stakeholders and generated buy‐in to secure support in overcoming challenges of time, cost, and

quality.

Scope

The goals of the Developing Future Executive Leaders program are to encourage internal promotions,

improve participant retention and performance, ensure a robust candidate pool of executive leaders,

and reduce the time to fill open positions and onboard new executive leaders.

Vision

The Developing Future Executive Leaders program helps support Brookstream Health's commitment to

developing talent from within and integrates with succession planning.

To achieve this vision, Brookstream Health will leverage a 70/20/10 model to create a comprehensive

curriculum for the development of future executives to enable internal career growth opportunities

while ensuring preparedness for the executive leadership role. The 70/20/10 model is a commonly used

formula to describe the optimal sources of learning for successful managers: namely, they should

acquire 70 percent of their knowledge from job‐related experiences, 20 percent from interactions with

others, and 10 percent from formal educational events.

Supporting Documents:

1. Program Overview

2. Curriculum Platform Elements by Quarter

3. Executive‐in‐Training Performance Appraisal

4. Individual Development Plan

5. Readiness Milestone Chart

6. Success Measures

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Supporting Document 1: Program Overview

Developing Future Executive Leaders:

1. Apply a selection process and criteria to identify program candidates.

2. Select 6‐12 candidates who will participate in 18‐ to 24‐month development program.

3. Implement program elements, which include job rotations, shadowing, completing development

assessments, attending training, preparing self‐development plans and reports, and attending

coaching sessions with mentors.

4. Selected candidates will be required to participate in an executive‐in‐training program and

relocate to a “sponsor” hospital as an associate administrator for the period of the program.

5. The candidates will be evaluated using a performance appraisal and provided with an

individualized development plan for continued development.

6. At the close of the Developing Future Executive Leaders program, candidates are reviewed for

open position fit and notified accordingly.

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Supporting Document 2: Curriculum Platform Elements by Quarter

Element Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8

Program Orientation

1 Day

Standard Senior Executive Orientation

Preceptor, LO, Controller, DMO

Department Manager

At least one small department for duration of the program with more added at Senior Executive discretion

Senior Executive Shadowing*

Observation and Inquiry Practicing and Coaching

Practicing and Coaching Acting Senior Executive

Improvement Project

Analysis & Recommendations Recommend, Lead, and Complete Project Present Results

Job Rotations**

Liaison DMO Controller HRD CNO DTO

Core Process Projects

Budget

Preparation Talent Review

Joint Commission

Internal Controls

Shadowing / Rounding

2 Patients 2 Liaisons 1 Weekend 1 Night

2 Patients 1 Nurse

1 Therapist 1 Weekend 1 Night

2 Patients 1 Nurse


2 Patients 1 Nurse


Medical Dir. Admissions Reception 1 Weekend 1 Night

Medical Dir. 1 Weekend 1 Night

1 Weekend Night

1 Weekend Night

Performance / Development Assessments

Senior Executive Self‐Assessment

6 Month Assessment

360‐Degree Feedback and Coaching

Mid‐Term Review

360‐Degree Feedback; Promotion Readiness

Final Review

* During Q7 & Q8, the Acting Senior Executive role manages day‐to‐day activities, while the Sitting Senior Executive performs special projects.

**CMD & DQR rotations can be substituted for roles the participant has already performed or added if other rotations are completed sooner. 4

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Supporting Document 3: Executive‐in‐Training Performance Appraisal

Position Title: Job Code:

Employee Name: Facility:

Position Reports To: Position Supervises:

Position Purpose: The associate administrator position is a two‐year hospital executive‐in‐training assignment. The associate administrator is responsible for developing and demonstrating the necessary qualifications to become an executive while leading significant and successful improvements in the hospital’s clinical, financial, employee, and patient satisfaction outcomes. The associate administrator reports to the CEO, is a member of the hospital’s senior leadership team, and is responsible for at least one department, with progressively increasing responsibility based on demonstrated ability and hospital needs. The associate administrator is expected to complete the Developing Future Executive Leaders program curriculum and other tasks as assigned.

Most Recent Performance

Overall Performance Rating: Reflects a balanced consideration of the individual’s overall contributions relative to the general requirements and expectations for the position, the accomplishment of specific goals, and the contributions of other members of the hospital’s executive management team.

5 = Exceptional Consistently exceeded job expectations

In top 10% of team Stronger than most at next job level

4 = Very Strong Often exceeded job expectations In top 25% of team As strong as most at next job level

3 = Strong Consistently met job expectations In middle 50% of team Not as strong as most at next job level

2 = Moderate Partially met job expectations In bottom 25% of team Not strong enough for next job level

1 = Weak Did not meet job expectations In bottom 10% of team Not strong enough for current job level

The result of an overall rating of 1=Weak is placement on ‘probation’ for a period not to exceed 90 days. Unsatisfactory progress at any time during the probationary period will normally result in termination of employment.

Overall Comments: Highlight performance and results during the appraisal period; note any significant performance issues (if any) that need to be addressed within the next appraisal period.

Work Results

Goals Established from Last Performance Appraisal Period

Accomplishment of Goals Results

1 Did not meet Met Exceeded





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Competency Ratings: Indicate the level at which the individual has demonstrated each of the competencies in the past six months

5 = Exceptional Consistently exceeded job expectations In top 10% of team Stronger than most at next job level

4 = Very Strong Often exceeded job expectations In top 25% of team As strong as most at next job level

3 = Strong Consistently met job expectations In middle 50% of team Not as strong as most at next job level

2 = Moderate Partially met job expectations In bottom 25% of team

Not strong enough for next job level

1 = Weak Did not meet job expectations In bottom 10% of team

Not strong enough for current job level

BUSINESS ACUMEN 1 2 3 4 5 COLLABORATION 1 2 3 4 5

STRATEGIC FOCUS 1 2 3 4 5 CHANGE AGILITY 1 2 3 4 5

ANALYSIS 1 2 3 4 5 LEADERSHIP 1 2 3 4 5

DECISION MAKING 1 2 3 4 5 TALENT MANAGEMENT 1 2 3 4 5

COMMUNICATION 1 2 3 4 5 TECHNICAL MASTERY 1 2 3 4 5

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Supporting Document 4: Individual Development Plan

Goals Established from Last Performance Review Period




Career Development

Mobility Preferences Locations/personal/family needs/etc.

Promotion Readiness Estimate As agreed by next‐level manager

Off‐track Too soon to tell

In 6‐12 months

Ready now

Manager’s Comments On Attainability of Executive Assignment

Plan for Next Appraisal Period Work Goals: Goals should include the highest priorities and should be achievable within the review period. Measures should be specific and time‐bound, enabling an objective assessment of goal accomplishment.

Goals Success Measures

1

2

3

4

5

Individual Development Goals: Goals should be achievable within the appraisal period and include the 1‐2 development areas that will have the greatest impact on performance, capability, and/or career development. Measures should be specific and time‐bound, enabling an objective assessment of goal accomplishment. Work goals that have developmental value do not need to be listed.

Goals Established from Last Performance Appraisal Period




Overall Comments: Highlight competency and development results during the appraisal period; note any significant development issues (if any) that need to be addressed within the next appraisal period.

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Supporting Document 5: Readiness Milestone Chart

The purpose of the Developing Future Executive Leaders program is to produce candidates ready for promotion to senior executive positions

after completing a two‐year training and development program. This document shows the readiness of candidates for senior executive positions

and includes milestones at each stage from six months to two years of participation in the program.

6 Months 12 Months 18 Months 19‐21 Months 24 Months Six month performance appraisal ‐ Overall performance rating

‐ Progress evaluation on curriculum milestones and other tasks assigned by sponsor hospital senior executive

‐ Ratings on 10 core competencies

‐ Sponsor hospital senior executive’s perspective on promotion readiness

‐ Specific work and development goals for next six months

360‐degree feedback report #1

Improvement project report #1: associate administrator’s hospital assessment and recommendations

Six month performance appraisal (same information as six‐month plus progress on development goals)

Six month performance appraisal (same information as 12‐month)

360‐degree feedback report #2: Current scores and improvement over past 12 months

Improvement project report #2: hospital improvement goal, plan, results, and learning

12‐month progress report on patient satisfaction

12‐month progress report on internal controls

12‐month progress report on talent management

Budget proposal and presentation to regional and corporate leadership

Improvement project presentation to senior executives and HR head

Interviews with senior executives (from hospitals other than the sponsor hospital) and HR head

Talent review discussion with sponsor hospital senior executives

Six month performance appraisal (same information as 18‐month)

Follow‐up interviews with senior executives and HR head as needed (and recommended by sponsor hospital senior executive)

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Supporting Document 6: Success Measures

In addition to feedback from program participants and stakeholders, the program’s success criteria are

tracked and measured at two levels.

Program success measures involve measuring parameters such as candidate appointment and

retention, improvement in the time to fill leadership positions, and performance of program

candidates (associate administrators) over the duration of the program.

Success Measure Sources of Data or Information

% of associate administrators who receive offers for executive leadership roles

HR

% of associate administrators who accept offers for executive leadership roles

HR

% of associate administrators retained two years through the program duration

HR

% of former associate administrators retained three years or more

HR

% of associate administrators on track at 6, 12, and 18 months of the program

AD

% of executive leadership positions filled internally HR

% of executive leadership positions filled on time HR

Program feedback Regional presidents, former associate administrators, sponsor hospital senior leaders, HR

Sponsor hospital success measures gauge the benefits achieved by sponsor hospitals that invest their time and resources in this program, such as retention time of associate administrators, onboarding time of new executive leaders, and gain in hospital KPIs as a result of implementation of this program.

Success Measure Sources of Data or Information

# of hospitals that want to continue the sponsor program AD

# of hospitals that want to sponsor a program that have not sponsored a program in the past

AD

Onboarding time for leadership positions filled through the program vs filled directly

HR

Retention time of leaders recruited through the program vs leaders recruited directly

HR

% of gain in one of more hospital KPIs from month 6 to month 18

Hospital senior executive leaders

Program feedback Sponsor hospital senior executive leaders

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Association for Talent Development Application Examination (SAE) Form ID: 1275

USE THE FOLLOWING INFORMATION TO ANSWER QUESTIONS 1‐17

Review the "Brookstream" case study information and answer the associated questions.

1. "Supporting Document 6: Success Measures" is used in which leadership function for talent development professionals? Choose ONE.

A. Organizing

B. Coordinating

C. Controlling

D. Directing

2. Which supporting document BEST supports a performance management strategy? Chose ONE.

A. Supporting Document 3: Executive‐in‐Training Performance Appraisal

B. Supporting Document 4: Individual Development Plan

C. Supporting Document 5: Readiness Milestone Chart

D. Supporting Document 6: Success Measures

3. Which evaluation instruments will be MOST appropriate to use for the Developing Future Executive Leaders program in assessing the developmental progress of candidates? Choose THREE.

A. Cost analysis

B. Balanced scorecard

C. Productivity reports

D. Participant evaluation forms

E. Simulations and on‐site observations

F. Ongoing performance and goal attainment feedback

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4. Which supporting document outlines the strategy to implement the vision? Chose ONE.

A. Supporting Document 1: Program Overview

B. Supporting Document 2: Curriculum Platform Elements by Quarter



5. Successful completion of the Associate Director of Organizational Development responsibilities will include which of the following actions? Choose THREE.

A. Providing vision, direction, values, and purpose to staff members

B. Acting as an external consultant

C. Supervising the operations and staffing of the training department

D. Assessing turnover averages

E. Controlling access to resources

F. Aligning people with vendor goals

G. Planning and budgeting appropriately to reach organizational goals

6. In which ways does the Developing Future Executive Leaders program constitute an integrated approach to talent development? Choose THREE.

A. Candidates relocate to a "sponsor" hospital for the period of the program.

B. Candidates are selected via an application process.

C. Performance is evaluated to determine the extent to which learning occurred.

D. Job rotations in other locations prevent learning in isolation.

E. Candidates prepare self‐development plans and reports.

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7. Which element of the curriculum platform MOST clearly demonstrates the value of learning to Brookstream Health's corporate strategy? Choose ONE.

A. Job rotations

B. Shadowing

C. Improvement project

D. Senior executive orientation

8. Which of the following are key leadership communication best practices the Associate Director of Organizational Development will need to model? Choose THREE.

A. Communicate new and changing components well in advance of implementation in order for the team to prepare.

B. Develop a well thought‐out plan and stay the course.

C. Empower the team and allow them to develop on their own.

D. Avoid vague language and wait to include all pertinent information, if needed.

E. Maintain all detailed and up‐to‐date project plans for every aspect of the project.

F. Ensure all actions are consistent with the messages relayed.

9. Which curriculum platform elements of the Developing Future Executive Leaders program represent the 70 of the 70/20/10 model? Choose THREE.

A. Senior executive shadowing

B. Job rotations

C. Performance development and assessments

D. Core process projects

E. Program orientation

F. Procedural instruction and review

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10. Which document shows the talent development professional converting the strategy into an action plan? Choose ONE.

A. Supporting Document 1: Program Overview

B. Supporting Document 2: Curriculum Platform Elements by Quarter



11. Which additional supporting document should be included to support the program plan? Choose ONE.

A. SWOT (strengths, weaknesses, opportunities, and threats) analysis

B. Learner analysis profile

C. Budget

D. Statement of work

12. Which of the following are key aspects to ensure consistency and follow‐through in the Developing Future Executive Leaders program? Choose THREE.

A. Monitoring for ongoing and timely feedback using performance and development forms provided

B. Overseeing that constant communication is maintained among all team contributors

C. Developing and deploying the content of each component of the program

D. Partnering with site executives for course correction design if needed

E. Overseeing the day‐to‐day activities of participants

F. Managing the operational budget at each location

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13. Why is the Developing Future Executive Leaders program important at Brookstream Health? Choose ONE.

A. It assesses the quality of leadership development in the organization.

B. It produces candidates ready for promotion to senior executive positions.

C. It quantifies leadership effectiveness over time.

D. It designs future work goals for current leaders.

14. Which of the following is a key partner for the Associate Director of Organizational Development in the implementation of the Developing Future Executive Leaders program? Choose ONE.

A. Human resources

B. Nursing chief operating officer (COO)

C. Instructional designer

D. Chief financial officer (CFO)

15. Brookstream Health uses "Supporting Document 5: Readiness Milestone Chart" as a method of identifying timing expectations for which of the following? Choose ONE.

A. Progress on promotion

B. Progress on satisfaction

C. Progress on development

D. Progress on salary

16. Which learning technology system may be MOST beneficial throughout Brookstream Health, given the nature of the Developing Future Executive Leaders program? Choose ONE.

A. A learning content management system (LCMS) to centralize materials and content

B. A learning management system (LMS) system to bring a systematic integration throughout the organization

C. A learning support system (LSS) to provide the required support for the project team

D. Collaborative learning software to foster interactivity

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17. The Associate Director of Organizational Development and the project team MUST ensure that which ethical, legal, and regulatory requirements are met in the Developing Future Executive Leaders program? Choose THREE.

A. Abide by all laws regarding the use of intellectual property in program materials.

B. Adhere to employment law as related to the participants' daily schedule and medical leave.

C. Follow accepted Securities and Exchange Commission principles in all financial reporting.

D. Incorporate and reinforce accepted workplace respect practices into all training programs.

E. Maintain accepted workplace safety practices in the on‐the‐job training experiences.

F. Work within the guidelines of all union policies.

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ATD Certification Institute CPLP Case Study: Vivid Telecom

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Scenario Narrative

The global headquarters of Vivid Telecom, a large mobile telecommunications company located in

South Africa, has assigned its talent development professional with influencing and supporting a

management‐led cultural change effort according to a new leadership competency model purchased

from a third‐party vendor.

The talent development professional collaborated with the steering committee, executive team, general

managers, and business units to align the proposed learning solutions with the company’s mission,

vision, and values and to define the knowledge, attitudes, and skills needed to bring about the desired

behavior changes.

The goal was to improve culture‐related behavior in three areas: personal skills, team or social skills, and

structural or organizational skills. The intention was to create a high‐performance culture. The talent

development professional was responsible for the planning, execution, monitoring, and control of the

highly visible project, which required extensive consultation, broad collaboration, and skillful

negotiations with stakeholders.

The talent development professional utilized 360‐degree assessments to identify the level of leadership

competence in the following areas: accountability, collaboration, managing self and others, and

execution. These competencies support the leadership competency model taught in the program.

Participant feedback was evaluated using Kirkpatrick’s model.

Supporting Documents: 1. Vision, Mission, and Strategy

2. Project Plan

3. Schedule Emails

4. Before and After Summary Results

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Supporting Document 1: Vision, Mission, and Strategy

Project Alignment to Vision, Mission, and Strategy

Creating a distinct customer experience

Brand leadership

Customer analytics

Customer touch‐points

Network quality and coverage

Driving sustainable growth

Leader in digital space

Adjacent sectors

Enterprise strategy

Voice and data evolution

M&A partnerships

Transforming our operating model

Asset optimization

Supply chain management

Process standardization and

optimization

Creating and managing

stakeholder value

Great place to work

Corporate citizenship

Shareholder return strategy

Governance and values

Innovation and best practice

sharing

Best practice sharing

Innovation

StrategicThemes

Key Strategic In

itiatives

Managing Self & Others Accountability Execution CollaborationLeadership

Competencies

Objectives

Vision: To deliver an innovative digital world for our customersMission: To make our customer’s lives more interesting

Communicate initiatives throughout organizationBuy‐in and support from executivesExecutive role modeling

Training and developmentReward and recognitionPerformance metrics and KPIs

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Supporting Document 2: Project Plan

31‐May

31‐Mar7/18/2016

Project Requirements and ScopeMeet with steering committee to determine business goals and audience TD Professional 18‐Jan 18‐Jan

Meet with executive team to present steering committee business case for projectSteering

Committee Rep22‐Jan 22‐Jan

Steering committee rep will assist with business case for

execs

Determine measurable business outcomes Exec Team 28‐Feb 23‐Jan Facilitate metrics conversation

Establish primary stakeholder for project TD Professional 28‐Feb 23‐JanImmediate adjustment of timeline due to economic

volitility

Establish stakeholders within business units TD Professional 28‐Feb 25‐Jan

Determine and approve budget and timeline Exec Team 28‐Feb 31‐Jan Negotiate budget increase to support shortened timeline

Select vendor TD Professional 5‐Mar 31‐JanAssess prior vendor relationships to ensure timely

delivery and quality control

Measurement Strategy

Determine data sources to establish baseline of measurable business outcomes HRIS Administrator 15‐Apr 15‐Feb

Determine KPI metrics pre‐ and post‐implementation TD Professional 16‐Apr 16‐Feb Review and select existing KPI metrics

Quantify KPIs before and after project implementation HRIS Administrator 10‐May 11‐Mar

Communications and Change Management Strategy

Establish and schedule learning program communications planInternal

Communications20‐Apr 20‐Feb

2 plans needed: 1) executives & senior managers 2)

managers & subject matter experts

Establish region‐specific motivational strategies for behavioral changeBusiness Unit

Stakeholders30‐Apr 1‐Mar

Confer with regional management to evolve strategies;

share with stakeholders

Vendor ImplementationMeet with business units about leadership competencies Vendor 9‐Feb 9‐Feb

Meet with vendor to design and develop program TD Professional 15‐Apr 5‐Mar

Implement formative 360‐degree assessment and gather pre‐program data HR Function 15‐May 16‐Mar

Implement program to entire audience Vendor 31‐May 31‐Mar

Evaluation and Business Impact Results

Conduct program satisfaction surveyTraining

Coordinator31‐May 1‐Apr

Conduct post‐training 360‐degree assessment HRIS Administrator 30‐Jun 1‐May 90 days post‐implementation

Establish ongoing solution to sustain cultural change TD Professional 31‐Jul 1‐Jun Recommendations from vendor

Notes

Revised Launch Date:

Milestones and Tasks Responsibility

Original

Completion

Date

Revised

Completion

Date

Project Plan Original Launch Date

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Supporting Document 3: Schedule Emails

To: TD Professional

From: Executive Sponsor

Date: January 23

RE: Timing Update Regarding Leadership Training Program

We need to deliver all of the leadership development sessions two months earlier than initially planned.

Please review your progress to date and advise on how you can meet the new time frame.

Please schedule time next week to review the project plan.

Best,

Executive Sponsor

To: Executive Sponsor

From: TD Professional

Date: January 25

RE: Timing Update Regarding Leadership Training Program

I have scheduled a meeting to discuss alternate options and proposed revisions to the time frame.

Kind Regards,

TD Professional

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Supporting Document 4: Before and After Summary Results

Managing Self & Others ‐ Before Managing Self & Others ‐ After

Accountability ‐ Before Accountability ‐ After

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Execution ‐ Before Execution ‐ After

Collaboration – Before Collaboration ‐ After

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USE THE FOLLOWING INFORMATION TO ANSWER QUESTIONS 18‐35

Review the "Vivid Telecom" case study information and answer the associated questions

18. Which purpose is BEST served by using graphs to express the results of Vivid Telecom's training project? Choose ONE.

A. The graphs prove that learners' job performance is quantifiable.

B. The graphs show that training for specific culture‐related behaviors produced positive results.

C. The graphs affirm that all participants were managers with direct reports.

D. The graphs show a significant decrease in collaboration after training.

19. In addition to looking at the pre‐ and post‐assessments regarding the training, which of the following are MOST applicable in evaluating the business impact of the project? Choose THREE.

A. Company's resilience toward volatile economic climate

B. Customer satisfaction metrics before and after change implementation

C. Employee retention rates

D. Compliance with regulatory educational requirements

E. Educational offerings for employees via technological means

F. Profit increases after change implementation

20. Which of the following are essential issues the talent development professional should consider before agreeing to start the leadership development sessions two months earlier than planned? Choose THREE.

A. Changes to budget projections

B. Amount and availability of trained staff to assign to the project

C. Stability of current workforce

D. Technology requirements needed for the planned training

E. Organizational history with previous large scale training efforts

F. Upcoming hiring plans for the various divisions

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21. In responding to the executive sponsor, the talent development professional needs to balance which set of factors to accommodate the proposed schedule change? Choose ONE.

A. Scope, cost, quality, time, and resource use

B. Time, scope, cost, quality, and risk

C. Accountability, adaptability, feasibility, and advisability

D. Formulation, development, implementation, and evaluation

22. In which phase of “Supporting Document 2: Project Plan” does the talent development professional select the individuals to organize and control the project? Choose ONE.

A. Project Requirements and Scope

B. Measurement Strategy

C. Communications and Change Management Strategy

D. Vendor Implementation

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23. In adjusting the training budget to support the shortened timeline, which broad criteria are MOST likely to be considered when reviewing potential suppliers of training? Choose ONE.

A. Scope and time

B. Quality and cultural fit

C. Benchmark data and baseline funds

D. Cultural and economic

24. Budget and status reports specific to this project should include which of the following? Choose THREE.

A. Number of learners and completion rate

B. Comparison of external options for training delivery

C. External resources used in training material development

D. 360‐degree assessment cost

E. Training department staff time related to training delivery hours

F. Ongoing solution cost

25. For which reason is it MOST important that the talent development professional collaborate with the steering committee, executive team, general managers, and business units? Choose ONE.

A. To ensure alignment of needs to outcomes

B. To understand desired behavior changes

C. To confirm availability of resources

D. To identify the level of leadership competence

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26. Which factors likely influenced the before and after summary results suggesting culture‐related behavior was improved? Choose THREE.

A. Vivid Telecom was a high‐performing culture prior to the training effort.

B. The project team took an integrated approach to talent management.

C. The steering committee resented the purchase of a third‐party competency model.

D. Vivid Telecom knows how to motivate employees and project teams.

E. The collaboration between business units led to problems.

F. Before and after training results were inconclusive.

27. How does the talent development professional at Vivid Telecom BEST ensure the culture change project considers the big‐picture perspective of the state of the business? Choose ONE.

A. Confirms alignment

B. Establishes strategy

C. Develops objectives

D. Designs competencies

28. How should the talent development professional BEST handle the shortened timeline during this project implementation? Choose THREE.

A. Elicit broad stakeholder support.

B. Document pre‐ and post‐evaluation data of key metrics.

C. Present ongoing status report updates to mid‐level managers.

D. Manage external resources to remain within budget limitations.

E. Provide a vision for how the project could improve performance.

F. Meet regularly with all levels of staff to engage them in discussion of organizational culture.

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29. Which consideration was MOST important in Vivid Telecom's decision to use a vendor? Choose ONE.

A. Budget

B. Timeline

C. Internal capabilities

D. Resources

30. Once the executive team determined the measurable business outcomes, the talent development professional completed which strategy? Choose ONE.

A. Identified the key performance indicators that could be measured before and after implementation to determine the effectiveness of the solution

B. Performed a 360‐degree assessment to contrast with pre‐program data to demonstrate the effectiveness of the solution

C. Established region‐specific motivational strategies for behavior change

D. Determined and approved budget and timeline

31. Which statements might the talent development professional make after evaluating the before and after summary result? Choose THREE.

A. Attitude determines the level of job task performance.

B. Training increased collaboration and sharing among peers.

C. Culture change process resulted in improvement.

D. Learners perceived improvement in their personal culture‐related behaviors.

E. The 360‐degree assessment shows that learners applied new knowledge on the job.

F. Learners' attitudes about themselves and others do not determine how well they perform.

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32. As the talent development professional prepares to communicate the 360‐degree assessment before and after results to senior leadership, which key questions are MOST important to ask while planning the data analysis? Choose TWO.

A. "How do we build managers' respect for learning programs?"

B. "What results do we measure and how do we measure them?"

C. "What relationships exist in the data?"

D. "How can we isolate the effects of the learning program or solution?"

E. "What is missing from the data?"

33. Which step in the project plan MOST directly supports the process of developing, motivating, deploying, and aligning employees to affect business performance? Choose ONE.

A. Meet with the executive team to present steering committee business case for project.

B. Establish region‐specific motivational strategies for behavioral change.

C. Meet with the business units about leadership competencies.

D. Establish an ongoing solution to sustain cultural change.

34. Which of the following BEST describes how Vivid Telecom's leadership training program supports the organization's vision? Choose ONE.

A. Increases accountability of participants

B. Establishes KPI metrics pre‐ and post‐implementation

C. Creates a distinct customer experience

D. Generates best practice sharing and innovation

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35. When evaluating the technology resources needed to keep this project on schedule and within budget, which of the following did the talent development professional need to most closely consider? Choose THREE.

A. Length of training session

B. Training delivery methods

C. Development of training support handouts and references

D. Facilitator background in teaching the specific content

E. Make‐up training sessions for those unable to participate

F. Implementation of collaborative learning spaces after initial training

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