Pre-Conference Twitter Transcript - 2010 Training Conference & Expo

2010 Training Conference & Expo opens today!

On the heels of ASTD TechKnowledge 2010 in Las Vegas, things are popping in San Diego with the pre-conference start of the 2010 Training Conference & Expo hosted by Training magazine.

This conference represents another amazing event and professional development opportunity for learning professionals from around the world!

I am - once again - restricted to the Chicago area because of my local responsibilities (I'm not complaining, I'm just sayin') so - in an effort to keep up without feeling left out of the fun out west in San Diego, I'm tracking the conference proceedings on Twitter and via other social media applications.

Embedded below is a transcript of the 2010 Training Conference pre-conference Twitterstream from dates 1/29 through 1/31.

For those ASTD Certified Professional in Learning & Performance (CPLP) candidates preparing for the CPLP Knowledge Exam who like to use Twitter, consider paying attention to the following 2010 Training Conference presenters.

Their material could help you improve your exam scores:

Designing Learning / Delivering Training: Bob Pike (@bobpikectt), Thiagi (@thiagi), Nancy Maresh (accelerated learning), Ann Herrmann-Nehdi (HBDI)

Learning technologies (all AOEs): Bob Mosher (@bmosh), Allison Rossett (arossett), Lance Dublin (lancedublin), Ruth Clark, Nanette Miner, Tony O'Driscoll, Marc Rosenberg  

Improving Human Performance: Judith Hale

Measurement & Evaluation: Jim Kirkpatrick, Jack Phillips (BTW - Jack's wife, Patti, is CPLP!), Ajay Pangarkar (also see Ajay @ business acumen - Balanced Scorecards & more!)

Managing the Learning Function: Stephen R. Covey, Lou Russell (@nolecture) (if you see Lou, tell her I said GO COLTS!)

Managing Organizational Knowledge: Lori Silverman (ask Lori about the use of story)

Coaching: Scott Blanchard

Career Planning & Talent Management: Beverly Kaye, Garry Ridge (his presentation could also teach you a thing or two about Facilitating Organizatonal Change)

And a shout out to friends & colleagues presenting - whose work is not (yet!) part of the body of knowledge upon which the CPLP is based, but who are cooler than ice cream & deeper than pockets - see Amy Hand, Bjorn Billhardt & Joel MacCharles. :-)

If you're CPLP certified and attending 2010 Training Conference & Expo, don't forget to keep your conference guide, receipt & information about the sessions you attended - you can submit it all for recertification points!

Below is the Twitter transcript. Use the >> at the top right to view full screen. Hyperlinks appear hot, but they're not. Use the Text Select tool to copy & paste into the browser.

I'll post more conference Twitter transcripts here.

You can also follow the conference live via hashtag #Training2010.

Have a tweet conference!

~ trish

~ Trish Uhl, PMP, CPLP

CEO, Owl's Ledge LLC

http://www.cplpcoach.com/

Twitter: @trishuhl | @cplpcoach

CPLP, CPT & Higher Education

Good morning -

I'm responding to reader comments this morning.

Cool beans on the CPLP job postings - they're popping up everywhere!

And - definitely! - both certifications have value. Choosing one, or both (or neither, really) has everything to do with whatever's required for you to achieve your goals.

For some, that's CPT. For others, that's CPLP. I know quite a few folks who are certified in both.

And - for yet others - it's a Masters or Ph.D (although I know quite a few who have both a higher degree and the CPLP as well).

Even then certification and education are not mutually exclusive. There are academic institutions that will take the work you put into achieving something like the CPLP and help you apply it to your undergrad or graduate degree. DePaul University's School for New Learning is one such academic institution.

As for the CPLP relying heavily on instructional design, I'm not sure why some people have that perception.

Designing Learning - just one of nine (9) areas of expertise (AOE) covered on the exam - is weighted at 15% of the CPLP Knowledge-based Exam, and, even so, that AOE is not entirely focused on instructional design.

Then there's Phase II - the Work Product Submission phase. Candidates submit a work sample (and a whole bunch of narrative on what they did, why they did it, etc) based on their selection of one AOE. There are currently six (6) areas of expertise to choose from - including HPI, measurement & evaluation, managing the learning function, etc.

Designing Learning is the only AOE that focuses on instructional design in the work product; work samples include analysis and design documents.

Other AOEs do not require the same.

For example, submitting for Improving Human Performance requires submission of a performance improvement project report for a project where you analyzed a performance gap and developed a solution to close it.

No ID required. :-)

BTW - Please drop me an email if you'd like to speak with someone who holds the CPT and CPLP, or someone who has a Ph.D and the CPLP.

I know some folks who would be happy to share their experiences. :-)

~ Trish Uhl, PMP, CPLP
Owl's Ledge LLC
http://www.cplpcoach.com/
http://www.cplpstudyprep.com/

Using the SQ3R Method to Study for the CPLP

*****************************************************************
ANNOUNCEMENT - Job Ad with CPLP REQUIRED!
*****************************************************************
Well, here it is ladies & gentlemen - the first job ad I've seen that lists the CPLP certification as REQUIRED!

OFFICETEAM - Naples, FL (as posted on Monster.com)
Human Resources Administrator

Job Description:
Prestigious Naples Country Club is looking for an experienced Human Resources Administrator to grow with their company. In this role, you will be responsible for maintaining employee information, new hire training, provide advice and counsel to management and employees to ensure consistent application and integration of policies, procedures, and practices.

Human Resource Administrators interested in applying for this position should have at least three years of related HR experience in a country club or hospitality field, in addition the candidate must have experience with sexual harassment training, F&B training as well as being CPLP certified.

Qualifications:
Proficiency with Microsoft Office applications, excellent communication and organizational skills. 3+ years HR in the Hospitality Industry experience required. CPLP Certification is REQUIRED

[REQUIRED is OFFICETEAM's emphasis, not ours!]

See this job description for yourself on Monster.com at:

http://jobview.monster.com/getjob.asp?JobID=63307099

===================================================================
Using the SQ3R Method to Study for the CPLP

Although eligibility requirements for entering the Certified Professional in Learning & Performance (CPLP) credentialing program call for candidates to have a minimum of three (3) years industry experience, many CPLP candidates are professionals who have been in the learning & performance industry for far longer - 10+ years, 20+years, etc.

Given as such, there are a great many of us who are a long way from school and haven't studied for an exam in a decade or more! (Did Isay that out loud?)

We're a bit out of practice. :)

If you are a professional who's a long ways away from being in the study habit, or if you're a candidate just looking for a way to sharpen existing study habits, this tip is for you!

This week we're discussing the SQ3R Method (Robinson, 1970).

Adults. We're a funny bunch. Just as the research shows that adults learn more effectively when the learning has relevance to us, to our situation, so the research shows that the same holds true for studying.

Studying works better for us when the material has meaning; when we can connect it to something else.

These types of connections are referred to as 'elaborations' in cognitive psychology. The more elaborate your schema for something, the better able you are to remember it (think of chess players whouse patterns to strategize during a game).

These relationships don't have to be earth shattering, important, or complex - they can often be silly, illogical, and fun!

Consider mnemonics. Mnemonics are 'tricks' used to memorize something. A mnemonic usually consists of a word, phrase, rhyme, or sing-song about something easy that helps us to remember something more complex.

Those of us in the United States grew up with:

Please Excuse My Dear Aunt Sally

This mnemonic is used to help kids remember the algebraic mathematical order of operations - Parentheses, Exponents, Multiplication, Division, Addition, Subtraction.

In this example, each letter of an operation (e.g. "P" for Parentheses) is given a corresponding word with the same letter (e.g. "P" for Please) in a silly sing-song sentence. If you can remember the sentence (and many do) you can remember the order.

Then there's the ever popular:

"Thirty days hath September, April, June and November. All the resthave thirty-one, except February alone, which has eight and a scoreuntil leap year gives it one day more."

(I know I'm not the only one who has to sing that in her head to remember the number of days in a month!)

This mnemonic is an example of a gestalt - a configuration or pattern of elements that creates a unified whole. Meaning, the sequence of the mnemonic is also emphasized. You have to 'sing' it in the specific order, otherwise the sentence doesn't make any sense.

Anyone up for singing his/her ABCs?

My personal favourite?

All King Edward's Horses Can Make Big Fences

That's the mnemonic dressage riders use to remember where each letter is located in a dressage arena. This is important because horse & rider are to perform different movements at each letter, so to remember the choreographed pattern one is to ride in competition, you must remember where the letters are located.

Enter the SQ3R method. The SQ3R method is a 5-step method - Survey,Question, Read, Recite & Review (SQ3R) - for achieving active elaboration.

We'll use reading as an example. This is especially effective if you're studying with the Owl's Ledge Study Packs or using the ASTDLearning System.

Here are the 5 steps to achieve elaboration with written material:

• Step 1. Survey (1 minute): Before beginning reading look through the whole chapter, Infoline, or article. Pay attention to the headings & subheadings. Our brains love to latch on to hierarchical structures! Try not to actually read the material yet; just see if you can identify 3-6 major ideas in the material.
  
• Step 2. Question (usually less than 30 seconds): Ask yourself what the material is about: What is the question it's trying to answer? You can also ask, What question do I have that this material might help answer? Repeat this process with each subsection of the material. Turn each heading into a question.
  
• Step 3. Read: Now you're ready to begin reading the material. Read one section at a time looking for the answer to the question proposed by the heading. This is active reading - you're not just scanning the material! Active reading requires concentration so make sure you're somewhere with a block of time that you can devote to quiet concentration.
  
• Step 4. Recite/write (about a minute): Say to yourself (in your head or out loud - which is an especially fun exercise on the commuter train) or write down (you're allowed to doodle in the margins of the material) a key phrase that sums up the major point of the section and answers the question. It is critical to use your own words - don't just copy a phrase from the material. Research shows that we remember our own (active) connections better than ones given to us (passive); that our own hierarchies are generally better than the best prefab hierarchies.
  
• Step 5. Review (less than 5 minutes): After repeating steps 2-4 for each section you have a list of key phrases that provides a sort of outline for the material. Test yourself by covering up the key phrases and seeing if you can recall them. Do this right after you finish reading the material. If you can't recall one of your major points, that's a section you need to reread.
  

Rinse. Repeat.

SQ3R can be a very effective study method for breaking down all of the material contained across all nine (9) areas of expertise in the ASTD Competency Model, which the CPLP Knowledge-base Exam is based on.

I once used this method to weave together 12 chapters of a psychology exam in college - a friend of mine and I wove all the material together into one, long story - and used it to ace the psych final!

Details of that experience are for another email - or catch me at a CPLP Boot Camp and I'll tell you the story!

Study happy!
===============================================================
CPLPCOACH.COM Contest for CPLPCOACH.COM Members

CPLPCOACH.COM is about building community. In that spirit, we'dlike to encourage people to interact with each other on the discussion forums by offering a 'content posting' contest.

The rules are simple:

• The posts must contain real content -questions/responses/discussion.
• Each post counts as a submission inthe drawing.
• More posts, more chances to win!

Members can access the discussion forums here:

http://www.cplpcoach.com/members/forum/allforums.cfm

We'll draw another winner on October 20th! The winner gets to pick one (1) item from the CPLPCOACH.COM Store! ===============================================================
CPLPCOACH.COM Store Now Open!

Featuring books and Owl Study Packs that can be customized to suit your personal study plan!

http://www.cplpcoach.com/products/department3.cfm

Recertification Credit Hours - Tracking System
Beta Testing is About to Start!

In order for us to retain our CPLP certification, we have to re-certify every 3 years. Recertification means documenting and providing evidence for events/activities that qualify for recertification credit hours.

Owl's Ledge is in the process of developing a recertification system that helps CPLPs to track & report their recertification hours.

Use the link below if you're a CPLP interested in helping us to test the recertification system:

http://www.cplpcoach.com/public/136.cfm

Upcoming Events

2007 ASTD Leaders Conference (ALC)
Hilton Alexandria Mark Center
Alexandria, VA
October 26-27, 2007
* Pre-conference 10/25

ASTD Chapter Leaders - attend our presentations at this year's ALC!

• Friday, October 26 - "Do-Re-Mi CPLP: Singing Each Note to Support CPLP
  Certification"
• Saturday, October 27 - "Solution Symphony: 75 Chapter Leader Tips in 75
  Minutes"

ALC is free to ASTD Chapter Leaders - register today!
http://www.cplpcoach.com/public/mgcal.cfm?calID=1&caldate=10/25/2007

>>>

Twin Cities ASTD - Regional Conference & Exposition
River Centre - St. Paul, MN
November 13 & 14th, 2007
http://www.cplpcoach.com/public/mgcal.cfm?calID=1&caldate=11/13/2007

** Visit Owl's Ledge LLC in the Exhibit Hall in St. Paul!

~ Trish Uhl, PMP, CPLP
Owl's Ledge LLC - The CPLP Certification Experts
http://www.cplpcoach.com/
http://www.cplpstudyprep.com/

CPLP Knowledge-based Exam Study Tips

Hi all -

A big thanks to Evette M. in Phoenix, AZ for reminding us of these CPLP Knowledge-based Exam tips:

• Best Answer - when sitting the exam you are always looking for the BEST
  answer, not just the first correct answer.
  
• Ideal vs Reality - the exam is based exclusively on the principles and
  practices outlined in the 2004 ASTD Competency Model, which is not necessarily
  reflective of your current work situation/reality. However, to pass the
  certification process, you must answer the questions based on the ASTD model and
  body of knowledge, and not necessarily on your personal experiences.
  
• Study Hard, Study Often - then take some downtime immediately before sitting
  the exam.

>> Specific Examples >>

>> Best Answer Example

Q. Why are learning objectives important?

a. Learning objectives provide a list of topics to be covered in the course.
b. Learning objectives help to frame the content of the course.
c. Learning objectives outline the body of knowledge that learners should know and understand by the time the course is complete.
d. Learning objectives describe what learners should know or be able to do at the end of the course.

Answers A-C are, perhaps, somewhat true - but D is the BEST answer.

It is the BEST answer because it is the most accurate and complete.

>> Ideal vs Reality Example

I sat the Project Management Professional (PMP) exam several years ago and spent long hours with my study group prepping - and arguing - over the exam. The exam is entirely based on the Project Management Institute's "Project Management Book of Knowledge" - otherwise known as the PMBOK.

It has to be based on something, right?

Some of the themes set forth in the PMBOK, I felt, were obtuse - such as PMI's views on 'gold plating' (giving customers more than they ask for).

Personally, I like a bit of gold plating in my projects - over deliver just a little bit. Delight the customer.

In PMI circles that's a BIG NO NO. You deliver *exactly* what you've promised to deliver, no more, no less.

So in prepping for the PMP exam, I'd get a bit miffed whenever I came across a question that obviously asked the "To Gold Plate or Not To Gold Plate" question. I'd find myself wanting to answer from my personal feelings/experience, rather than selecting the answer I knew they (PMI) were looking for.

And, of course, in scoring my practice exams, if I gave into my desire to voice my opinion (to an inanimate object - the practice exam) rather than answer the way I knew I should, I'd inevitably get the answer wrong and get points off on the practice exam.

Silly, right?

So don't do the same on the CPLP. There will be times when what you know - in your heart of hearts to be true - is not the same as what ASTD is purporting, and you'll *itch* to answer the way you want to answer, rather than give them (ASTD) what they're looking for.

Don't do it!

Check your opinion at the door. :)

If you feel strongly about the topic, then voice your concerns directly to the ASTD Certification Institute - but don't wait until the day of your exam and sabotage yourself!

>> Study Hard, Study Often

Studies show that most people take mini breaks - e.g. stare out the window, let the mind wander, etc. - every 25 minutes or so. After 45 minutes of concentration, most people need to move around a bit.

Incorporate these natural tendencies into your study practices by studying in intervals of 25-40 minutes, followed by breaks of 5-10 minutes.

This approach has been found to be more effective than trying to 'cram' for hours on end.

Additional Tip!

The Night Before Your Exam:

• don't spend all night cramming (it won't help!)
• relax, take a brisk 30 minute walk outside
• have some 'down time' before sleep
• have one last look at your summary sheet before you go to bed
• have a good night's sleep (studies have shown that 8 hours of sleep the night before an exam improves your grade by 25%, especially on multiple-choice tests)

===============================================================
CPLPCOACH.COM Store Now Open!

Featuring books and Owl Study Packs that can be mixed & matched to suit your personal study plan! http://www.cplpcoach.com/products/index.cfm

================================================================
About the Certified Professional in Learning & Performance (CPLP) Credential

Curious, but don't know much about the CPLP credential?

Read about it here: http://www.cplpcoach.com/public/118.cfm?sd=2
===============================================================

Upcoming Events

2007 ASTD Leaders Conference (ALC)
Hilton Alexandria Mark Center
Alexandria, VA
October 26-27, 2007
* Pre-conference 10/25

ASTD Chapter Leaders - attend our presentations at this year's ALC!

• Friday, October 26 - "Do-Re-Mi CPLP: Singing Each Note to Support CPLP
  Certification"
• Saturday, October 27 - "Solution Symphony: 75 Chapter Leader Tips in 75
  Minutes"

ALC is free to ASTD Chapter Leaders - register today!
http://www.cplpcoach.com/public/mgcal.cfm?calID=1&caldate=10/25/2007

>>>

Twin Cities ASTD - Regional Conference & Exposition
River Centre - St. Paul, MN
November 13 & 14th, 2007
http://www.cplpcoach.com/public/mgcal.cfm?calID=1&caldate=11/13/2007

** Visit Owl's Ledge LLC in the Exhibit Hall in St. Paul!

~ Trish Uhl, PMP, CPLP
Owl's Ledge LLC - The CPLP Certification Experts
http://www.cplpcoach.com/
http://www.cplpstudyprep.com/

Why CPLP Candidates Fail the Work Product

The Work Product submission phase of the Certified Professional in Learning & Performance (CPLP) certification process can be -- in a word -- grueling.

Many candidates perform work with the CPLP criteria in mind so they have appropriate evidence to submit for the Work Product phase.

Many will tell you that this work is some of the best they've done in their careers -- and that they received much deserved praise and high marks on performance reviews for it.

Then they fail the Work Product phase of the CPLP certification process.

Why?

• As odd as it sounds, candidates often fail not because of a criticism of their work (their evidence and the work they did could be just fine) -- but because they failed to meet the criteria when answering questions *about* their work.

Think of it this way - you, as a CPLP candidate and the person who performed the work, know everything about why you did what you did (who you worked with, why you picked the approach you did, how you evaluated, etc). You have full memories of doing the actual work and have full appreciation of how hard the work was to do and how well the work was received.

The raters - the people evaluating your work product - only have as much of this information as you are able to effectively share when completing the forms that accompany your evidence.

They don't know who you are, anything about your organization, and only have limited insight into the work you've done. In order for them to appreciate what you did and how good it is -- you have to tell them.

Some candidates fail the work product NOT because their work isn't good -- but because they did not answer questions about their work to the raters' satisfaction.

• Incorrect evidence submitted as work product.

Measurement & Evaluation candidates listen up -- this is an *automatic failure* - submitting an assessment about anything other than an actual learning event.

Yes -- we, as workplace learning & performance professionals conduct assessments all the time to figure out if training is the appropriate intervention.

Submitting an assessment on whether or not training is the appropriate intervention will cause you to fail the Work Product submission phase.

The rules state that your work product (evidence) MUST be an assessment/evaluation of an actual learning event.

When it comes to evidence, for each of the Areas of Expertise (AOEs), the rules are very specific as to the types of evidence you can submit for each and the nature of the project.

For example, if you're submitting for Designing Learning all of your materials must be in hardcopy -- no digital media will be accepted. That means if you used software to conduct your instructional design, or your final output was a Web-based course, etc. -- the evidence you provide MUST be submitted on paper. Not disk. Not online. Not in any electronic format.

This is another area where people fail -- not because their work isn't any good - but because they didn't follow the directions.

• Solely using personal experience to answer a follow-on question, instead of answering the actual question.

There's a difference -- if you receive a follow-on question that reminds you of something that happened to you, then keep that experience in mind, but make sure you answer the actual question. DON'T answer the question by describing what happened to you in real life -- that's NOT the answer the raters are looking for.

Draw on your experiences, yes -- but don't answer the question by solely describing your experiences.

Think of the question as a new event -- similar to something that happened in the past -- but a new situation unto itself with its own specifics and variables.

• Ego. Answering follow-on questions by listing your credentials and making the case for why you're qualified to answer the question.

That's not the point. The point is -- the follow-on question presents a given situation. Your answer should be -- specifically -- how you would respond in that situation.

Why you're qualified to do so is irrelevant.

>>>>> As I said at the beginning of this post, this can be a grueling phase. Definitely tougher than the CPLP Knowledge-based Exam -- and certainly far more personal.

It's extremely difficult to put something you've invested so much time and effort into a manilla envelope and mail it off for evaluation. It's like sending a piece of yourself into the unknown universe.

Just keep in mind -- the work you did, the resulting evidence you provide, only meets part of the expectation. The other parts include following directions to a 'T' and being able to clearly respond to the questions about your work on the attendant submission forms.

So make sure -- make absolutely sure -- that you use the same due diligence in these other parts as you did in creating your work product.

Tip! Have someone else -- someone unfamiliar with your work -- review your packet for you. They could help you identify gaps -- point out any areas where they're not clear on your response(s).

August 30th is fast approaching - best wishes to all of you!

~ Trish Uhl, PMP, CPLP
Owl's Ledge LLC - The CPLP Experts
http://www.cplpstudyprep.com/
http://www.cplpcourses.com/

CPLP Discussion Panel - May 23rd 2007

Just a quick note for those in & around the Chicagoland area:

CCASTD is hosting a CPLP Discussion Panel at Harris Bank in Buffalo Grove, IL this coming Wednesday evening - May 23rd 2007 - from 5:15pm to 8:00pm.

This event features area CPLP certified (including me!) & CPLP candidates discussing their experiences with the CPLP program. They'll answer questions, such as:

• What motivated you to pursue the CPLP certification?
• How relevant is the CPLP certification to you and your job?
• What do you see as the future of the CPLP certification process?
• What advice do you have for others who are considering pursuing the CPLP?

This event is moderated by Ken Phillips - of Ken Phillips & Associates -- one of the original CPLP Pilot participants.

I hope to see you there!

~ Trish Uhl, PMP, CPLP
Owl's Ledge LLC
www.cplpstudyprep.com
www.cplpcourses.com

CPLP Knowledge-Based Exam Strategies

The Certified Professional in Learning & Performance (CPLP) knowledge-based exam consists of 150 multiple choice questions -- all delivered one question at a time via a computer screen.

The exam covers subject matter from across the nine (9) areas of expertise outlined in the 2004 ASTD Competency Model and presents questions that range from understanding definitions to applying knowledge.

The exam is timed. Time is tracked and displayed by the computer system. Candidates must complete the exam within the allotted time.

It's all meant to test comprehension of material from across the workplace learning & performance industry.

Clearly, studying for an exam so broad in subject matter can be a daunting task (understatement!). Preparation is key!

Click here to visit the ASTD Certification Institute site to view example test questions. (Note: This link opens a Word document in the browser.)

Looking for practice questions with a bit of remediation?

Click here to checkout the Owl's Ledge sample practice exam.

If you're looking for something more robust, click here to checkout the full set of Owl's Ledge online practice exams - 120+ questions!

Prep early, prep often -- the penalty for failing the exam is a $350 re-test fee to sit the exam again.

On top of studying a lot of stuff, sitting a multiple choice exam presents its own unique set of pros and cons.

On the pro side, with the nature of a multiple choice question, you know that the correct answer is there somewhere (and doesn't have to be rattled off the top of your head).

On the con side, that means that multiple choice questions often demand a greater familiarity with details such as specific facts.

Have hope! There are universal multiple choice test taking techniques you can use to increase your success rate, especially on questions that throw you for a loop.

Here are some some things to keep in mind:

• Watch for questions where responses use absolute words, such as "always" or "never." These are less likely to be correct responses than ones that use conditional words like "usually" or "probably."


• Humourous responses are usually just that -- humourous -- and no more.


• "All of the above" is often a correct response. If you can verify that more than one of the other responses is probably correct, then choose "all of the above."


• "None of the above" is usually an incorrect response, but this is less reliable than the "all of the above" rule.


• Look for grammatical clues. If the stem ends with the indefinite article "an," for example, then the correct response probably begins with a vowel.


• Read through all of the answers first, then select the best one. Tip! Read the answer choices from bottom to top to slow yourself down and give yourself a chance to consider all answers before selecting one.
  
• Look for verbal associations. A response that repeats key words that are in the stem is likely to be correct.

Also keep in mind - you can mark questions and return to them later. This way, you can temporarily skip over questions you don't immediately know the answer to -- and return to them later.

Finally -- Practice Practice Practice. Not just practice in studying the material, but practice sitting in front of a computer screen for long periods of time. You're going to be in that exam center for a while -- so get your body acclimated to that kind of environment before you sit the exam.

(I know, I know -- some of us are already all too familiar with this!)

Figure out how you perform best on these types of exams and head to the testing center with your own personal strategy.

From all of us here at the 'Ledge, good luck!

~ Trish Uhl, PMP, CPLP
Owl's Ledge LLC
www.cplpstudyprep.com
www.cplpcourses.com