Learning and Development
Domain 5: Learning and Development
This domain tests how training needs are identified, how learning is designed and delivered, and how outcomes are evaluated. The exam favors the classic instructional-design models and the distinction between levels of evidence.
Core rules and concepts
- Needs analysis has three levels: organizational (where training supports strategy), task (what the job requires), and person (who needs what). Skipping it produces training that is irrelevant or redundant.
- Learning objectives should be observable and measurable, tied to Bloom's taxonomy (remember, understand, apply, analyze, evaluate, create).
- Kirkpatrick's four levels: reaction, learning, behavior, results. Level 1 (smile sheets) is the weakest evidence; Level 4 requires business metrics.
- Transfer of training is supported by practice, feedback, spacing, supervisor support, and opportunities to apply skills on the job.
- 70-20-10 is a heuristic - most learning happens on the job, then through others, then formally - not a rigid budget rule.
Worked example
A call center introduces script training. Post-training quiz scores rise 30% (Level 2), but average handle time and customer satisfaction are unchanged (Level 4). The correct conclusion is that learning occurred but did not transfer to results; investigate supervisor coaching, script fit, or measurement timing before declaring the program effective.
Traps that cost marks
- Claiming training worked from a Level 1 reaction sheet.
- Confusing Level 3 (behavior) with Level 4 (results).
- Treating 70-20-10 as a mandated allocation.
- Writing objectives such as "understand X," which cannot be measured.