Certification Path

TKO-203 is an advanced course and requires TK201 certification as a pre-requisite.

CompTIA TK0-203 Exam and Topics

The recording that the candidates provide within the CompTIA TK0-203 exam should be in line with the objectives of the certification test. These domains are outlined below:

The first topic is ‘Planning Before the Course’ and the subtopics included in it are as follows: reviewing the learning objectives and matching them to the needs of the individuals and organizations; creating an environment conducive to learning. The next domain is ‘Methods & Media for Instructional Delivery’ that comes with selecting and implementing delivery methods; utilizing instructional media. The third subject area is ‘Instructor Credibility & Communications’ that includes the following subtopics: demonstrating professional conduct & content expertise; utilizing communication as well as presentation skills to facilitate learning. Then we have the ‘Group Facilitation’ section, which focuses on such skills as establishing and maintaining a learner-centered environment; utilizing a variety of question techniques and types; addressing the learning needs for additional explanation & encouragement; motivating and reinforcing the learners. The last module is referred to as ‘Evaluating a Training Event’ and involves the following subtopics: evaluating the learner’s performance throughout the training event; evaluating the trainer’s performance & delivery of the course.

Understanding functional and technical aspects of Review of Organizational Needs and Learners' Backgrounds in Relationship to Course

The following will be discussed in TKO-203 exam dumps:

• Available instructional resources and delivery tools in classroom or virtual session room
• Points in the content where learner resistance may occur
• Optimal virtual arrangements to provide a viable learning environment consistent with the instructional design (for example, network connection, tool capability to handle audience size, system check)
• Assess organizational needs for additional learning outcomes
• Optimal seating arrangements to provide a viable learning environment consistent with the instructional design
• Techniques used to adjust instructional activities to meet the needs of the group and the situation
• Types of needs assessments, such as surveys or interviews with trainees supervisors
• Objectives and information not specified in the materials but desired by the client or learner
• Situations in which it is appropriate to modify learning materials and delivery tools based on commonly accepted practice or theory
• Key content points likely to cause learner questions
• Instructional design techniques to create customized training
• Optimal organization of learner supplies, references, and materials (for example, 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)
• Logistical needs prior to the instructional session (for example, 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-course assignments
• Modify learning materials to meet specific needs of organization, learner, situation or delivery tools without compromising original course design
• Analyze results of needs assessment of the learner in relation to learning objectives
• Physical environmental needs to maximize learner comfort and safety (for example, ventilation; temperature; lighting; sound; noise; cleanliness; location of restrooms, telephones; rules for smoking; dress and conduct requirements)
• Techniques to ensure that an adequate range of learner characteristics have been addressed (for example, conduct audience analysis)
• Equipment set up techniques that ensure a safe environment (for example, computer terminals; video monitors; power cords, learner emotional safety, for example, appropriateness of chat)
• Learning objectives to ensure that content and design retain their original integrity
• Virtual environmental needs to maximize learner comfort and safety (for example, distractions, popup windows, background noise, mute rules, quiet work zone use do not disturb sign
• Content, audience, and/or situation requirements that are learner centered, rather than instructor centered
• Instructional Environment in Relationship to Learning Objectives
• Research additional content information to address potential points of confusion or resistance
• Assess learner's current skill level and compare results with course prerequisites

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