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CBAP® Certification Training Course

Course Description

CBAP® Certification Training Course

This CBAP training is designed to help professionals gain new skills and expertise in advanced documentation, effective planning, and the creation of business solutions. This CBAP exam preparation course aligns with the high standards set by IIBA® and will ensure continued success in the field of business analysis. Professionals with CBAP certification will be able to stay relevant to rapid changes in the IT industry and competencies in all aspects of business analysis.

CBAP Certification Course Overview

This CBAP certification training helps you master the highest skills of business analysis including advanced documentation, effective planning, and the design of business solutions. Covering the core concepts of business analysis and the six knowledge areas of the BABOK® Guide Version 3, this CBAP course prepares you to ace the IIBA-CBAP exam.

Eligibility

The IIBA® CBAP Training Course is best suited for business analysis professionals with seven to ten years of experience, senior analysis professionals, and project managers.

Pre-requisites

The IIBA-CBAP training course requires minimum of 7500 hours of work experience in the last 10 years, 900 hours of which should be in four out of the six BABOK® Guide Version 3 Knowledge areas. You need a minimum of 35 hours of Professional Development (PDs) in the past four years. Also, you need two references from a career manager, client or CBAP® Professional, and a signed IIBA® Code of Conduct. For more details, visit – https://www.iiba.org/certification/core-business-analysis-certifications/CBAP/

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Course Syllabus

Lesson 01 – Introduction to CBAP® Certification

1.1 Introduction to CBAP® Certification

Lesson 02 – Introduction to BABOK® V3

2.1 Introduction to BABOK® V3
2.2 Business Analysis
2.3 Competencies of a Business Analyst
2.4 Techniques referred to by BABOK® V3
2.5 Quiz
2.6 Key Takeaways

Lesson 03 – Business Analysis Planning and Monitoring

3.1 Introduction to Business Analysis Planning and Monitoring
3.2 Plan Stakeholder Engagement
3.3 Plan Business Analysis Governance
3.4 Plan Business Analysis Information Management
3.5 Identify Business Analysis
3.6 Quiz
3.7 Key Takeaways
Case Study
Case Study Exercise

Lesson 04 – Elicitation and Collaboration

4.1 Introduction to Elicitation and Collaboration
4.2 Prepare For Elicitation
4.3 Conduct Elicitation
4.4 Confirm Elicitation Results
4.5 Communicate Business Analysis Information
4.6 Manage stakeholder collaboration
4.7 Quiz
4.8 Key Takeaways
Case Study
Case Study Exercise

Lesson 05 – Requirements Life Cycle Management

5.1 Introduction to Requirements Life Cycle Management
5.2 Trace Requirements
5.3 Maintain Requirements
5.4 Prioritize Requirements
5.5 Assess Requirements Changes
5.6 Approve Requirements
5.7 Quiz
5.8 Key Takeaways
Case Study
Case Study Exercise

Lesson 06 – Strategy Analysis

6.1 Introduction to Strategy Analysis
6.2 Analyze Current State
6.3 Define Future State
6.4 Assess Risks
6.5 Define Change Strategy
6.6 Quiz
6.7 Key Takeaways
Case Study
Case Study Exercise

Lesson 07 – Requirements Analysis and Design Definition

7.1 Introduction to Requirements Analysis and Design Definition
7.2 Specify and Model Requirements
7.3 Verify Requirements
7.4 Validate Requirements
7.5 Define Requirements Architecture
7.6 Define Design Options
7.7 Analyze Potential Value and Recommend Solution
7.8 Quiz
7.9 Key Takeaways
Case Study
Case Study Exercise

Lesson 08 – Solution Evaluation

8.1 Introduction to Solution Evaluation
8.2 Measure Solution Performance
8.3 Analyze Performance Measures
8.4 Assess Solution Limitations
8.5 Assess Enterprise Limitations
8.6 Recommend Actions to Increase Solution Value
8.7 Quiz
8.8 Key Takeaways
Case Study
Case Study Exercise

Lesson 09 – Agile Perspective

9.1 Introduction to Agile Perspective
9.2 Change Scope
9.3 Business Analysis Scope
9.4 Approaches and techniques
9.5 Business Analysis Planning and Monitoring
9.6 Elicitation and Collaboration
9.7 Requirements life cycle management
9.8 Strategy Analysis
9.9 Requirement analysis and design definition
9.10 Solution evaluation
9.11 Quiz
9.12 Key Takeaways
Case Study
Case Study Exercise

Lesson 10 – Business Intelligence Perspective

10.1 Introduction to Business Intelligence Perspective
10.2 Change Scope
10.3 Business Analysis Scope
10.4 Methodologies And Approaches
10.5 Underlying Competencies
10.6 Impact On Knowledge Areas
10.7 Quiz
10.8 Key Takeaways
Case Study
Case Study Exercise

Lesson 11 – Information Technology Perspective

11.1 Introduction to Information Technology Perspective
11.2 Change Scope
11.3 Business Analysis Scope
11.4 Methodologies
11.5 Underlying Competencies
11.6 Impact on Knowledge Areas
11.7 Quiz
11.8 Key Takeaways
Case Study
Case Study Exercise

Lesson 12 – Business Architecture Perspective

12.1 Introduction to Business Architecture Perspective
12.2 Change Scope
12.3 Business Analysis Scope
12.4 Business Architecture Reference Models
12.5 Underlying Competencies
12.6 Impact On Knowledge Areas
12.7 Quiz
12.8 key Takeaways
Case Study
Case Study Exercise

Lesson 13 – Business Process Management Perspective

13.1 Introduction to Business Process Management Perspective
13.2 Change Scope
13.3 Business Analysis Scope
13.4 Frameworks, Methodologies, and Techniques
13.5 Underlying Competencies
13.6 Impact on Knowledge Areas
13.7 Quiz
13.8 Key Takeaways
Case Study
Case Study Exercise

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You Will Get Certification After Completetion This Course.

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Frequently Asked Questions

How does online education work on a day-to-day basis?
Instructional methods, course requirements, and learning technologies can vary significantly from one online program to the next, but the vast bulk of them use a learning management system (LMS) to deliver lectures and materials, monitor student progress, assess comprehension, and accept student work. LMS providers design these platforms to accommodate a multitude of instructor needs and preferences.
Is online education as effective as face-to-face instruction?
Online education may seem relatively new, but years of research suggests it can be just as effective as traditional coursework, and often more so. According to a U.S. Department of Education analysis of more than 1,000 learning studies, online students tend to outperform classroom-based students across most disciplines and demographics. Another major review published the same year found that online students had the advantage 70 percent of the time, a gap authors projected would only widen as programs and technologies evolve.
Do employers accept online degrees?
All new learning innovations are met with some degree of scrutiny, but skepticism subsides as methods become more mainstream. Such is the case for online learning. Studies indicate employers who are familiar with online degrees tend to view them more favorably, and more employers are acquainted with them than ever before. The majority of colleges now offer online degrees, including most public, not-for-profit, and Ivy League universities. Online learning is also increasingly prevalent in the workplace as more companies invest in web-based employee training and development programs.
Is online education more conducive to cheating?
The concern that online students cheat more than traditional students is perhaps misplaced. When researchers at Marshall University conducted a study to measure the prevalence of cheating in online and classroom-based courses, they concluded, “Somewhat surprisingly, the results showed higher rates of academic dishonesty in live courses.” The authors suggest the social familiarity of students in a classroom setting may lessen their sense of moral obligation.
How do I know if online education is right for me?
Choosing the right course takes time and careful research no matter how one intends to study. Learning styles, goals, and programs always vary, but students considering online courses must consider technical skills, ability to self-motivate, and other factors specific to the medium. Online course demos and trials can also be helpful.
What technical skills do online students need?
Our platform typically designed to be as user-friendly as possible: intuitive controls, clear instructions, and tutorials guide students through new tasks. However, students still need basic computer skills to access and navigate these programs. These skills include: using a keyboard and a mouse; running computer programs; using the Internet; sending and receiving email; using word processing programs; and using forums and other collaborative tools. Most online programs publish such requirements on their websites. If not, an admissions adviser can help.
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