CompTIA TK0-201 : Certified Technical Trainer+ (CTT+) test Dumps

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Exam Number : TK0-201
Exam Name : Certified Technical Trainer+ (CTT+)
Vendor Name : CompTIA
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TK0-201 test Format | TK0-201 Ctheirse Contents | TK0-201 Ctheirse Outline | TK0-201 test Syllabus | TK0-201 test Objectives

Exam Title : CompTIA Certified Technical Trainer (CTT+)
Exam ID : TK0-201
Exam Duration : 90 mins
Questions in test : 95
Passing Score : 655 / 900
Exam Center : CompTIA Marketplace
Real Questions : CompTIA CTT+ Real Questions
VCE Practice Test : CompTIA TK0-201 Certification VCE Practice Test

Planning Prior to the Ctheirse 13%
Review learning objectives and match them to learner and organizational needs.
1. Knowledge of:
Key content points likely to cause learner confusion or resistance
Key characteristics of the learning environment
Types of needs exams, such as surveys or interviews with learners or their managers Learning outcomes not specified in the materials but desired by the organization or learner Situations in which it is appropriate to modify original learning activities and materials Techniques for modifying learning activities and materials to meet the needs of the organization, learner and/or situation Ctheirse 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) Instructional design techniques to create customized training Available instructional restheirces and delivery tools in a classroom or virtual session room

2. Skills to:
Research additional content information to address potential points of confusion or resistance
Assess learner’s current skill level and compare results with ctheirse prerequisites
Assess organizational needs for additional learning outcomes
Analyze results of needs test of the learner in relation to learning objectives
Modify learning materials to meet specific needs of an organization, learner or situation without compromising original ctheirse design

Create an environment conducive to learning.
1. Knowledge of:
Logistical needs before the instructional session (e.g., dates of the offering; how materials will be provided [ship to learner or site, send instructions and link to download] space arrangements; adequacy of the facility; equipment; materials; learner registrations; pre-ctheirse assignments). For Virtual Trainer, this would include creating a session room, sending login instructions to users, setting user privileges, loading and testing session materials and testing all equipment
Logistical needs after the instructional session (e.g., equipment and materials are returned, discarded, or made available for their next use; facilities are left in an acceptable condition; problems with the facility, equipment, furniture or materials are communicated to appropriate authorities). For Virtual Trainer, this includes stopping recording, saving files, closing session rooms, running attendance reports, updating learner status, document session and follow up on technical problems
Optimal arrangement of seating and equipment to establish comfortable learning environment as required by ctheirse design, content and learners
Optimal virtual arrangements to provide a viable learning environment consistent with the instructional design (e.g., network connection, tool capability to handle audience size, system check)
Optimal organization of learner supplies, restheirces and materials (e.g., neatly organized and located at each learner’s seat or at a convenient central location). For Virtual Trainer, consolidate emails and files sent to participants
Appropriate equipment setup to ensure a safe learning environment (e.g., trip hazards removed, potheyr cords hidden, learning aids correctly assembled)
Environmental options to maximize learner comfort and safety (e.g., ventilation, temperature, lighting, external noise and cleanliness)
Environmental requirements or problems that call for notification of appropriate personnel (e.g., safety issues or equipment failure)
Virtual environmental needs to maximize learner comfort and safety (e.g., distractions, popup windows, background noise, mute rules, quiet work zone use do not disturb sign)
Corrective actions that should be communicated to appropriate authorities (e.g., test of environmental problems that need to be corrected)

2. Skills to:
Review pre-ctheirse communications with learners (e.g., ctheirse announcement, confirmation, description or agenda and prerequisites and pre-ctheirse assignments)
Alter recommended physical or virtual classroom set-up according to specific learner and organizational needs
Confirm timings and logistics for ctheirse (e.g., scheduled breaks, meal arrangements, labs, activities outside of classroom, time zones for virtual training, materials receipt)
Ensure that learning-related tools and equipment required for hands-on practice are properly set up and working, and verify that all learner exercises can be completed as intended
Establish a safe learning environment including identification of emergency evacuation procedures
Confirm with learners that the physical and virtual learning environments are comfortable (e.g., lighting, sound, conference call or VoIP audio, online tool is functioning theyll)
Prepare contingency plans for unique class events (e.g., fire drill in classroom, loss of connection, some users not able to view materials)

Methods and Media for Instructional Delivery 14%
Select and implement delivery methods.
1. Knowledge of:
A wide variety of delivery methods (e.g., discussion, brainstorm, lecture, demonstration and role play)
Advantages and disadvantages of each delivery method
Characteristics of adult learners and generally accepted adult learning theories
Different styles of learning
Techniques for delivering instruction in a classroom environment
Techniques for delivering instruction in a technology-delivered environment (computer lab)
Techniques for delivering instruction in a virtual environment
2. Skills to:
Use delivery methods as intended by the ctheirse designers
Adapt delivery methods to meet a variety of learning styles
Engage learners through multiple delivery techniques as appropriate to the material, the learners and the situation
Organize and introduce content in a variety of ways (e.g., compare and contrast, steps in a process, advantages and disadvantages)
Identify and implement learning activities that are relevant to the ctheirse objectives
Monitor learner comfort level during the use of participatory activities
Stimulate interest and enhance learner understanding through appropriate anecdotes, stories, analogies and humor
Use activities that allow learners to review and apply content at appropriate intervals

Use instructional media.
1. Knowledge of:
Types of media that can support and enhance learning (e.g., handouts, shared computer applications, graphics files supported by the specific virtual classroom software)
Advantages and disadvantages of each media type
Technology limitations associated with e-learning (e.g., use of video where low bandwidth slows delivery and access to theybsites that are blocked for some organizations)
2. Skills to:
Use a variety of media to support learning objectives and meet learner needs
Handle minor problems associated with each particular medium
Enhance, substitute or create media as appropriate

Instructor Credibility and Communications 10%
Demonstrate professional conduct and content expertise.
1. Knowledge of:
Personal conduct and grooming acceptable to the organization and learners and appropriate to the training event
Acceptable manners and behaviors for learning environment
Strategies for accepting responsibility where appropriate without blaming or belittling others, the training materials or management
Subject matter, the ctheirse plan and learning activities as prescribed by the ctheirse designer
Learner and organizational uses of ctheirse skills and knowledge after the training
2. Skills to:
Maintain consistent behavior with all learners
Demonstrate confidence with and mastery of subject matter
Provide and elicit from learners practical examples of how knowledge and skills will transfer to their workplaces
Handle relevant learner questions on courses for which the instructor has limited expertise
Maintain positive atmosphere and avoid criticizing the training materials, tools or other members of the training team

Use communication and presentation skills to facilitate learning.
1. Knowledge of:
Correct vocabulary, grammar and syntax
Appropriate colloquialisms, technical terms, acronyms and organizational jargon that can be used to clarify content
Elements of the voice (e.g., tone, rhythm, volume, inflection and pace)
Verbal articulation (e.g., proper pronunciation and enunciation, fluidity of speech and lack of distracting expressions)
Non-verbal communication (e.g., use of eye contact, gestures, silence, pauses, movement and facial expressions)
Technical non-verbal tools such as emoticons
A variety of methods for communicating the ctheirse plan to learners (e.g., ctheirse overviews, advanced organizers or session summaries)
2. Skills to:
Pronounce words correctly and use suitable grammar and syntax
Explain and clarify content points through inflection, emphasis and pauses
Ensure verbal and non-verbal communication is free of bias (e.g., sexual, racial, religious, cultural and age)
Employ purposeful body language to enhance learning
Minimize distracting trainer behaviors (e.g., playing with object in hand, making noise with change in a pocket or nervously rocking or pacing)
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
Use ctheirse overviews, advanced organizers and session summaries at appropriate times to orientate learners and link key learning points
Group Facilitation 45%
Establish and maintain a learner-centered environment.
1. Knowledge of:
Group dynamics, development phases and facilitation techniques
Techniques to engage learners (e.g., connect, invite, question, personalize and discuss)
2. Skills to:
Open a training session in a positive way
Communicate the ctheirse plan to the learners
Communicate learner performance objectives as indicated by ctheirse design
Obtain input from the learners about their personal objectives and expectations
Reconcile any discrepancies bettheyen learning objectives and learner expectations
Establish an environment that supports learning and maintains focus on meeting stated learning objectives
Establish a learning environment free of bias, favoritism and criticism that optimizes the productive participation of all learners
Manage ctheirse flow and pace activities based on learner needs while ensuring that all learning objectives are met
Provide opportunities and assistance for learners to identify and achieve initial, intermediate and terminal objectives
Facilitate group dynamics in a positive way, including enctheiraging interactions that are respectful of the rights of individual learners and redirecting unproductive digressions
Create opportunities for learners to work with and learn from each other to attain the learning objectives while building individual learner confidence
Handle learner disruptions as discreetly as possible
Use virtual class tools like chat and polling to optimize learner contribution
Use virtual class tools to achieve learning objectives
Use a variety of question types and techniques.
1. Knowledge of:
Active listening techniques
Types and uses of questions (e.g., open, closed, probing, hypothetical, higher order and clarifying)
Advantages and disadvantages of each type of question
2. Skills to:
Use active listening techniques to acknowledge and understand learner contributions
Use a variety of types and levels of questions to challenge learners, involve them and monitor their progress
Use questions that lead learners from recall to application of content
Direct questions appropriately
Create opportunities for learners to contribute to the discussion
Employ activities to enctheirage learners to ask and anstheyr questions themselves
Address learner needs for additional explanation and enctheiragement.
1. Knowledge of:
Tools and techniques for determining learners’ needs for clarification (e.g., body language, learner questions or comments, asking learner to perform the application, emoticons, polling/surveying/quizzing, private chat)
Techniques for providing positive and constructive feedback
2. Skills to:
Interpret and confirm learners’ verbal and non-verbal communication to identify those who need clarification and feedback
Determine how and when to respond to learners’ needs for clarification and/or feedback
Provide feedback that is specific to learners’ needs
Elicit learner feedback on the adequacy of trainer responses

Motivate and reinforce learners.
1. Knowledge of:
Strategies to motivate learners
Personal characteristics and learning styles of individual learners
2. Skills to:
Enctheirage and match learner achievement to learner and organizational needs and goals
Determine and apply appropriate motivational strategies for individual learners
Plan and use a variety of reinforcement techniques during training
Evaluate the Training Event 18%
Evaluate learner performance throughout the training event. 
1. Knowledge of:
Methods of assessing learner achievement of learning objectives (e.g., practical or written exercises, quizzes, exams)
Need for multiple observations and evaluations of each learner
Need for uniform evaluation standards for all learners
Assessment techniques that include both formative and summative evaluation
Post-ctheirse support methods to communicate with learners
2. Skills to:
Monitor learner progress during training
Develop, select and administer appropriate exams that are in compliance with recognized and accepted measurement principles
Gather objective and subjective information that demonstrates learner knowledge acquisition and skill transfer
Compare learner achievements with learning objectives
Suggest additional training or restheirces to reinforce learning objectives
Evaluate trainer performance and delivery of ctheirse.
1. Knowledge of:
Methods to evaluate delivery of training
Types and levels of evaluation
Legal requirements associated with preparing reports on learners
Organizational requirements for end-of-ctheirse reports
Required record-keeping of individual learner attendance, activity and performance
2. Skills to:
Evaluate the success of the ctheirse design, including modifications made during delivery
Critique one’s own preparation for and delivery of a training event
Evaluate impact of external influences on the training event
Evaluate the effectiveness of the training to meet the learning objectives
Use evaluation results to adjust and Boost one’s own performance in next training event
Prepare a report documenting end-of-ctheirse information
Report recommended revisions and changes to existing materials and suggestions for new programs and activities, as appropriate
Report information about learning, physical and virtual environments
Submit reports to customers in accordance with contractual agreements or requests

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