TK0-201 CompTIA CTT+ Exam Syllabus

1. Key content points likely to cause learner confusion or resistance
2. Key characteristics of the learning environment
3. Types of needs assessments, such as surveys or interviews with learners or their managers
4. Learning outcomes not specified in the materials but desired by the organization or learner
5. Situations in which it is appropriate to modify original learning activities and materials
6. Techniques for modifying learning activities and materials to meet the needs of the organization, learner and/or situation
7. Course aims and objectives in order to ensure that any modifications have been made to ensure that an adequate range of learner characteristics have been addressed (e.g., conduct audience analysis)
8. Instructional design techniques to create customized training
9. Available instructional resources and delivery tools in a classroom or virtual session room

1. A wide variety of delivery methods (e.g., discussion, brainstorm, lecture, demonstration and role play)
2. Advantages and disadvantages of each delivery method
3. Characteristics of adult learners and generally accepted adult learning theories
4. Different styles of learning
5. Techniques for delivering instruction in a classroom environment
6. Techniques for delivering instruction in a technology-delivered environment (computer lab)
7. Techniques for delivering instruction in a virtual environment

1. Personal conduct and grooming acceptable to the organization and learners and appropriate to the training event
2. Acceptable manners and behaviors for learning environment
3. Strategies for accepting responsibility where appropriate without blaming or belittling others, the training materials or management
4. Subject matter, the course plan and learning activities as prescribed by the course designer
5. Learner and organizational uses of course skills and knowledge after the training

1. Correct vocabulary, grammar and syntax
2. Appropriate colloquialisms, technical terms, acronyms and organizational jargon that can be used to clarify content
3. Elements of the voice (e.g., tone, rhythm, volume, inflection and pace)
4. Verbal articulation (e.g., proper pronunciation and enunciation, fluidity of speech and lack of distracting expressions)
5. Non-verbal communication (e.g., use of eye contact, gestures, silence, pauses, movement and facial expressions)
6. Technical non-verbal tools such as emoticons
7. A variety of methods for communicating the course plan to learners (e.g., course overviews, advanced organizers or session summaries)

1. Pronounce words correctly and use suitable grammar and syntax
2. Explain and clarify content points through inflection, emphasis and pauses
3. Ensure verbal and non-verbal communication is free of bias (e.g., sexual, racial, religious, cultural and age)
4. Employ purposeful body language to enhance learning
5. Minimize distracting trainer behaviors (e.g., playing with object in hand, making noise with change in a pocket or nervously rocking or pacing)
6. For the classroom trainer, use body language and other non-verbal techniques to minimize or eliminate learner disruptions. For Virtual Trainer, use private chat and group agreements to mitigate disruptions
7. Use course overviews, advanced organizers and session summaries at appropriate times to orientate learners and link key learning points

1. Group dynamics, development phases and facilitation techniques
2. Techniques to engage learners (e.g., connect, invite, question, personalize and discuss)

2. Skills to:

1. Open a training session in a positive way
2. Communicate the course plan to the learners
3. Communicate learner performance objectives as indicated by course design
4. Obtain input from the learners about their personal objectives and expectations
5. Reconcile any discrepancies between learning objectives and learner expectations
6. Establish an environment that supports learning and maintains focus on meeting stated learning objectives
7. Establish a learning environment free of bias, favoritism and criticism that optimizes the productive participation of all learners
8. Manage course flow and pace activities based on learner needs while ensuring that all learning objectives are met
9. Provide opportunities and assistance for learners to identify and achieve initial, intermediate and terminal objectives
10. Facilitate group dynamics in a positive way, including encouraging interactions that are respectful of the rights of individual learners and redirecting unproductive digressions
11. Create opportunities for learners to work with and learn from each other to attain the learning objectives while building individual learner confidence
12. Handle learner disruptions as discreetly as possible
13. Use virtual class tools like chat and polling to optimize learner contribution
14. Use virtual class tools to achieve learning objectives

1. Active listening techniques
2. Types and uses of questions (e.g., open, closed, probing, hypothetical, higher order and clarifying)
3. Advantages and disadvantages of each type of question

2. Skills to:

1. Use active listening techniques to acknowledge and understand learner contributions
2. Use a variety of types and levels of questions to challenge learners, involve them and monitor their progress
3. Use questions that lead learners from recall to application of content
4. Direct questions appropriately
5. Create opportunities for learners to contribute to the discussion
6. Employ activities to encourage learners to ask and answer questions themselves

1. Strategies to motivate learners
2. Personal characteristics and learning styles of individual learners

1. Encourage and match learner achievement to learner and organizational needs and goals
2. Determine and apply appropriate motivational strategies for individual learners
3. Plan and use a variety of reinforcement techniques during training

1. Methods of assessing learner achievement of learning objectives (e.g., practical or written exercises, quizzes, exams)
2. Need for multiple observations and evaluations of each learner
3. Need for uniform evaluation standards for all learners
4. Assessment techniques that include both formative and summative evaluation
5. Post-course support methods to communicate with learners

2. Skills to:

1. Monitor learner progress during training
2. Develop, select and administer appropriate assessments that are in compliance with recognized and accepted measurement principles
3. Gather objective and subjective information that demonstrates learner knowledge acquisition and skill transfer
4. Compare learner achievements with learning objectives
5. Suggest additional training or resources to reinforce learning objectives

1. Methods to evaluate delivery of training
2. Types and levels of evaluation
3. Legal requirements associated with preparing reports on learners
4. Organizational requirements for end-of-course reports
5. Required record-keeping of individual learner attendance, activity and performance

2. Skills to:

1. Evaluate the success of the course design, including modifications made during delivery
2. Critique one’s own preparation for and delivery of a training event
3. Evaluate impact of external influences on the training event
4. Evaluate the effectiveness of the training to meet the learning objectives
5. Use evaluation results to adjust and improve one’s own performance in next training event
6. Prepare a report documenting end-of-course information
7. Report recommended revisions and changes to existing materials and suggestions for new programs and activities, as appropriate
8. Report information about learning, physical and virtual environments
9. Submit reports to customers in accordance with contractual agreements or requests