Last Updated: Aug 24, 2026
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| Section | Weight | Objectives |
|---|---|---|
| Offerings and Content Management | 25% | - Instructor-Led and Blended Offerings - Self-Paced Offerings - Content Upload and Management |
| Catalog, Specializations and Communities | 20% | - Learning Communities and Social Features - Learning Catalog Structure and Rules - Specializations and Completion Rules |
| Learning Cloud Setup and Configuration | 20% | - Profile Options and Scheduled Processes - Evaluations and Outcomes Configuration - Descriptive Flexfields and Extensions |
| Security and Access Management | 20% | - Learner Self-Service Permissions - Access Groups and Catalog Security - Security Roles and Permissions |
| Data Management and Administration | 15% | - Learning History and Assignments - Reports and Notifications - Bulk Data Upload and Migration |
1. The specialization that one of your colleagues created does not have activities in the proper sequence and sections. What is the fastest way to correct this from Learning Catalog Management?
A) Go into Catalog Management, find the specialization with the wrong sequencing, go to the Sections options, and reorder the activities as required.
B) Make the specialization with the wrong sequence obsolete, create a new specialization with the activities in the right sequence, and transfer all learners from the old specialization to the new one.
C) From the specialization in Catalog Management, go to the Sections options, delete all sections, and create new ones with activities in the proper order.
D) Go into Catalog Management, find the specialization with the wrong sequencing, go to the Sections options, and reorder the sections as required.
E) From the specialization in Learning Catalog Management, select the specialization and select Edit. Go to the Sections options, remove the activities that are in the wrong sections, then add the activities into the correct sections and reorder as required.
2. You're working through a catalog implementation strategy to determine who has access to which learning. What are two characteristics of ad hoc access groups and named access groups?
A) Ad hoc access groups are defined once. Named access groups are evaluated on an ongoing basis, e.g once a day. Mark for Reviews
B) Ad hoc access groups have a lower priority than named access groups.
C) Ad hoc access groups define access for Learning Administrators. Named access groups define access for a group of named learners.
D) Ad hoc access groups define access for a group of learners, e.g.. a manager's direct re-ports. Named access groups define access only for a group of named learners.
3. Your company has a high volume of training and you need to organize it by different learning types. In which two ways can you achieve this?
A) Create and configure a community.
B) Modify the search index.
C) Create and configure a category.
D) Create and configure a flexfield.
4. Your company wants to track personnel who have completed their annual CPR certification. This is tracked when the learners complete their CPR training. Talent has already set up their trigger based on the Learning Outcome. Which two actions must you perform to complete the process?
A) Turn on the (WLF ENABLE PROFILE OPTIONS) profile option.
B) Add Learning Outcomes on a Learning Initiative or Learning Assignment.
C) Add Learning Outcomes on a course or specialization.
D) Turn on the (WLF_ENABLE LEARNING OUTCOMES) profile option.
5. As a Learning Administrator, you are asked to add Observation Checklists to several courses on different topics. Which three options can you use for defining the observer?
A) Named individuals
B) One named observer; added as the observer for all courses
C) Areas of responsibility
D) Random employee assignment
E) Manager hierarchy
Solutions:
| Question # 1 Answer: E | Question # 2 Answer: B,D | Question # 3 Answer: C,D | Question # 4 Answer: B,C | Question # 5 Answer: A,C,E |
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