PMP® test Preparation is an in-depth, live, virtual course offered by Purdue University Online. This course follows their Project Management Essentials course. Some learners also complete the Agile Certificate Online Course before taking this test preparation course.

This course offering assumes you qualify to take the PMP test according to Project Management Institute (PMI) criteria, which includes being an experienced project manager (minimum 36 months of experience leading projects within the past eight years, with a four-year degree).

The PMP test also requires you to have 35 hours of project management education, which this course fulfills.

You should already be familiar with the content of the PMBOK® Guide before enrolling. If you feel like you need a refresher on the content of the PMBOK® Guide, taking the Project Management Essentials course first is strongly suggested.

Course Overview

PMP test Preparation is a live, virtual course based on the PMBOK® Guide.

Enrollment includes 90-day access to all of the course material, which is 100% aligned to the Project Management Institute’s PMP® test Prep content. Purdue also provides complimentary 90-day access to the PMtraining^™ online VCE test website (a $59 value).

Certification

PMI’s PMP exam consists of 180 multiple-choice, multiple response, matching, hotspot and limited fill-in-the-blank questions. The test is demanding and learners must engage in independent study following the course to pass.

Only individuals who pass PMI’s PMP test are officially certified as a Project Management Professional®. A certificate of achievement from Purdue University, however, is awarded to learners who successfully complete the PMP test prep course.

Editorial Note: They earn a commission from partner links on Forbes Advisor. Commissions do not affect their editors' opinions or evaluations.

Editorial Note: They earn a commission from partner links on Forbes Advisor. Commissions do not affect their editors' opinions or evaluations.

ISA offers a variety of resources to help you prepare for the Certified Automation Professional (CAP^®) exam.

Primary Textbook

A Guide to the Automation Body of Knowledge is the primary text resource for the CAP test and provides a complete overview of all technical topics. Order the Guide to the Automation Body of Knowledge.

Study Guide

The CAP Study Guide is a comprehensive self-study resource that contains a list of the CAP domains and tasks, 75 review Q&A complete with justifications. References that were used for each study guide question are also provided with the question. The Study Guide also includes a recommended list of publications that you can use to do further study on specific domains. Order the CAP Study Guide.

Review Courses

A CAP review course is available in several formats as preparation for taking the certification exam. This course is offered by ISA and can also be offered at your location.

ISA also has a variety of training courses that would be helpful in preparing for CAP. NOTE: The CAP test fee is not included with the CAP review courses (EC00, EC00V, EC00E, and EC00M). Visit the Automation Professional Training page for a complete list.

Additional Resources

Exam Topics

1. Basic Continuous Control: Process Instrumentation, Analytical Instrumentation, Continuous Control, Control Valves, Analog Communications, Control System Documentation, Control Equipment
2. Basic Discrete, Sequencing, and Manufacturing Control: Discrete Input & Output Devices and General Manufacturing Measurements, Discrete and Sequencing Control, Motor and Drive Control, Motion Control
3. Advanced Control Topics: Process Modeling, Advanced Process Control, Control of Batch Processes, Environmental, Environmental Monitoring, Building Automation
4. Reliability, Safety, and Electrical: Alarm Management, Reliability, Process Safety and Safety Instrumented Systems, Electrical Installations, Safe Use and Application of Electrical Apparatus
5. Integration and Software: Digital Communications, Industrial Networks, Manufacturing Execution Systems and Business Integration, System and Network Security, Operator Interface, Data Management, Software, Custom Software
6. Deployment and Maintenance: Operator Training, Checkout, System Testing, and Startup, Troubleshooting, Maintenance, Long-Term Support and System Management
7. Work Structure: Automation Benefits and Project Justifications, Project Management and Execution, Interpersonal Skills

CAP trial Questions

Questions on the test were derived from the genuine practice of automation professionals as outlined in the CAP Role Delineation Study and job task analysis. Using interviews, surveys, observation, and group discussions, ISA worked with automation professionals to delineate critical job components to develop test specifications to determine the number of questions related to each domain and task tested. This rigorous program development and ongoing maintenance process ensures that CAP certification accurately reflects the skills and knowledge needed to excel as an automation professional.

The following six questions were taken from the CAP test question item bank and serve as examples of the question type and question content found on the CAP exam.

1. The method by which the tasks and hazards associated with a machine or process are analyzed is known as:
   • A. Risk assessment.
   • B. Machine assessment.
   • C. Risk reduction.
   • D. Risk abatement.
2. To test controller tuning or prototype new control strategies offline, the model should be a(an):
   • A. Tie-back (loopback) simulation.
   • B. Artificial neural network.
   • C. Dynamic process simulation.
   • D. Steady state process simulation.
3. The temperature measurement with the BEST repeatability and resolution is the:
   • A. Thermocouple.
   • B. Resistance temperature detector (RTD).
   • C. Dial thermometer.
   • D. Capillary system.
4. Which of the following is NOT a variable speed drive setup parameter?
   • A. Acceleration rate.
   • B. Motor winding type.
   • C. Output frequency.
   • D. Maximum speed.
5. A complete test plan for system integration testing MUST include:
   • A. Comments for the application programmer.
   • B. Multiple test cases for each mode of operation.
   • C. At least five test cases for each test.
   • D. Expected results for each test case.
6. Frequency of maintenance should be determined by:
   • A. Failure rates of components.
   • B. Availability of personnel and parts.
   • C. Management targets for efficiency and productivity.
   • D. Effectiveness of maintenance personnel.

Sample Questions Answer Key

An test proctor will begin memorizing test instructions approximately 15 minutes before the test start time. Students must be in the test room with their test at this time. If taking the test on a laptop, it must be booted up and have passed the security check. Hand writers must not have a laptop with them in an test room, unless otherwise allowed according to the professor’s instructions. A student entering the test room after the proctor begins memorizing instructions will not receive additional time for booting up their laptop, passing the security check, and/or memorizing test instructions.

When instructed by the proctor, write your test number on the cover page of your exam, bluebooks, and any scratch paper you turn in as part of your exam. Handwritten test answers must be written in blue books in blue or black ink. Number the bluebooks you use (1 of 1, 1 of 2, 2 of 2, etc.). Proctors will allow time to read the professor’s instructions. Other than counting the number of pages of the exam, students are not permitted to turn the page of an test past the instructions page until the proctor instructs them to do so.

When taking a closed-book exam, no books, outlines, book bags, purses, or scratch paper (other than the scratch paper provided) may be at your seat during the exam. These items must be left outside of the test room or in the front or sides of the test room. Students may not begin to write anything, including on scratch paper, before the proctor begins a closed-book exam.

Students taking in-class exams are prohibited from having any electronic communication device, other than a laptop as allowed per the professor's instructions, during the exam. Cell phones and smart watches must be turned off during the test and placed in a bag or backpack. Violations of this rule may be considered an Honor Code violation. A clock in each test room will be the official timekeeper for the exam.

Non-alcoholic beverages are permitted in test rooms; however, the container must have a lid.

After the test instructions have been read and the test begins, the proctor will remain in the room. Any student who has a question or problem during an test should see the proctor.

Students may use the restroom or take a break during an exam. However, all test materials must be left in the test room and no additional time will be given. Students must sign in and out at the front of the room with the proctor.

All students participating in a Master of Science or Doctor of Philosophy degree program must complete a thesis or dissertation proposal for approval by the members of the student's steering committee. The major professor and each of the graduate steering committee members must approve the proposal using the Graduate School's proposal approval form. MS thesis proposals should generally be completed two semesters prior to defense of the thesis; PhD dissertation proposals must be completed to achieve candidacy (in concert or in parallel with the candidacy examination process). Each Department/Program may have requirements that exceed those specified broadly in this policy; however, they must be consistent with the Graduate School's requirements. Departmental requirements beyond the minimum stated here must be specified in writing and submitted to the Graduate School as well as listed in departmental web pages. It is the responsibility of the student to be aware of, and comply with, all Graduate School and Departmental dissertation proposal requirements.

The objectives of this examination are to confirm the student's breadth and depth of knowledge in their chosen field of study as well as the student's understanding of the scientific process. The doctoral candidacy examination should be administered upon completion of the majority of coursework, and successful completion of the test signifies readiness to undertake the research and dissertation component of the doctoral program. This examination must be taken within three years from the first date of matriculation, and at least one year prior to the dissertation defense.

Upon the recommendation of the appropriate Department Chairperson, the Associate Provost for Instruction and Office of the Graduate School appoints the doctoral candidacy examination committee consisting of the student's major professor, the student's steering committee and an additional faculty member from an appropriate area. Additionally, the Associate Provost for Instruction and Office of the Graduate School appoints a committee chair who is not from the department of the student's degree program. The role of the examination committee chair is to manage the examination, ensure its integrity and represent the interests of the faculty and student.

The examination must have both written and oral components, described below.

Written Examination

The purpose of the written test is to assess the readiness of the student to move beyond the coursework stage of the doctoral program, into the development of a substantial research project and dissertation. Traditionally, questioning should verify sufficient breadth and depth of knowledge to successfully undertake such research, and then communicate the results in a scholarly manner appropriate to the discipline.

To initiate the examination process, the examining committee shall convene at a planning meeting with the student. During the first part of the planning meeting, the committee determines the form and schedule for the process and establishes the date for the oral component (reported on form 6E). The student is then excused from the meeting and the committee develops and discusses the test content. There are three alternative forms for the written component, as follows:

• Form 1: Each member of the committee (excluding the chair) submits one distinct question, set of questions, or problem related to the objectives of the exam. The questions are discussed and agreed upon at the planning meeting. The major professor administers the written examination. Typically, each question or set of questions must be completed within a prescribed period of time, not to exceed approximately 8 hours each, with additional time permitted for reasonable breaks, meals, etc.. No more than one question or set of questions should be administered per 24 hours. Upon completion by the student, the examination questions are reviewed and graded by the committee members who prepared them. The committee then collectively reviews the entire examination.

• Form 2: The student prepares a written report on a course or problem assigned collectively by the examining committee as a whole. The course or problem must meet the objectives of the examination and its content cannot be directly related to the student's dissertation research topic. The student has approximately one month to develop a thorough understanding of the assigned course and prepare a written report. The report is reviewed by the committee members and committee chair.

• Form 3: The student prepares and defends a written proposal of future research likely to be carried out during their Ph.D. project. This research prospectus must be presented to the examining committee two weeks prior to the oral candidacy test and should include preliminary studies supporting the feasibility of the proposed research. The test will test the candidate's understanding of concepts directly related to his or her immediate area of research, knowledge of prior related research that has been conducted by others, their ability to design and interpret experiments in this area, and capacity to think and write independently and to present work plans orally in a clear and rational manner. The report is reviewed by the committee members and committee chair. Form 3 is available only to doctoral students in the Department of Chemistry and Environmental Resources Engineering.

At least 3 business days prior to the oral exam, the major professor shall confirm with the chair of the examining committee that the oral examination should proceed as scheduled. The written test is thus considered to be "provisionally successful." If the written examination component does not meet the standards established for the candidacy exam, the committee has two options.

1. If the deficiencies are relatively minor, or in the case of Form 1, limited to a minority of the written questions, the oral test may be postponed by the Office of the Graduate School at the recommendation of the chair of the test committee. The student may then be provided with an additional time period, the length of which should be determined by the full examination committee in consultation with the chair, to address deficiencies identified in the written examination. This time period should be no less than 8 hours (typically for Form 1), and may extend up to 5 business days for Forms 2 and 3. This action is treated as a suspension and extension of the written test "in progress," and, if ultimately successful, does not constitute a failure of the entire exam, nor count toward the limited number of attempts prescribed by Graduate School policy below.

2. If the deficiencies are severe, the major professor, in consultation with the examination committee may decide to fail the candidate without performing the oral component. This latter action does constitute a failure of the candidacy test in its entirety, and does count toward the limited number of attempts prescribed by Graduate School policy below.

Oral Examination

The purpose of the oral examination is to further confirm the fitness of the student to apply the skills and knowledge acquired to date toward a successful and significant research project. The oral examination provides the opportunity for the student to demonstrate their ability to think synthetically and critically in a manner conveying their readiness to commence the dissertation project.

The oral component of the candidacy examination is typically scheduled for a period of approximately two hours, and is broken in to two distinct rounds of questioning. The first round, lasting approximately 60 minutes, consists of questions from each of the members of the examination committee, including the chair should they choose to contribute questions. Time should be shared equitably among the questioners, with interjections or interruptions by other questioners prohibited during the first round. The second round of questions may be more flexibly structured, with broader discussion and interchange among questioners is encouraged.

Any member of the faculty may be a silent observer for the oral component. The candidate may also invite a silent student observer to attend the oral examination. At the completion of the oral examination, the candidate and observers are excused from the room and the examination committee determines whether the student has successfully completed the oral component of the test and achieved the status of "doctoral candidate." The committee chair has the option to vote. Unanimous agreement is required to pass the student on the first attempt. If less than unanimous agreement is reached, the student is considered to have failed the first candidacy examination. A student who fails the first candidacy test may request a second exam, which must take place no more than one year from the date of the first examination. The second candidacy examination may, or may not include a new written component, at the discretion of the student's major professor and examination committee, in consultation with the examination chair. At the second exam, the student has passed if there is not more than one negative vote. A student who is determined to have failed the second candidacy examination is terminated from the doctoral program.

Scheduling the Candidacy Exam

To schedule a doctoral candidacy examination, the student should complete the following steps:

1. In consultation with your major professor, complete Form 6B for your Department Chairperson to review, sign, and forward to the Office of Instruction and Graduate Studies. Form 6B should be submitted according to the academic year deadlines for defense exams.

2. The Associate Provost for Instruction and Office of the Graduate School will assign a faculty member outside of your degree program to serve as chair of your examination committee. When you receive a copy of Form 6C which officially appoints your examination committee, you must consult with all members of your committee (major professor, steering committee, additional examiner, and defense chair) to arrange a mutually convenient date, time, and location for a planning meeting.

3. You must inform the Office of Instruction and Graduate Studies of the agreed upon date, time, and location for your planning meeting at least two weeks in advance of the date. This Office will confirm in Form 6D these arrangements with all concerned individuals.

4. At the planning meeting, your test chair and the committee complete Form 6E, the committee chair will sign it and return it to the Office of Instruction and Graduate Studies, which will distribute copies to you and the committee.

5. If you are using Form 1 of the examination, you and your major professor should arrange for a time and location to administer the questions.

6. The last step is to meet with your committee and complete the oral examination at the designated date. At the end of the oral examination, your committee will ask you and any observers to leave the room while it determines if you have satisfactorily completed the doctoral candidacy examination. You will be invited back to receive the decision of the committee which will also be reported on Form 6F and returned by the test chair to the Office of Instruction and Graduate Studies.

The answer depends on your interests and your career goals. Both degrees represent the highest level of academic achievement, and both degrees are highly respected in both the academic and business worlds. Additionally, both the PhD and DBA are advanced research degrees that involve conducting original research, analyzing data, and producing important findings.

But there are differences. The DBA is considered a professional doctorate, and the PhD is an academic doctorate.

PhD research is focused on developing theories, addressing a gap between theories, or addressing a gap in the general body of knowledge. The PhD may be more appropriate if you are focused on a faculty career in higher education or a career as a researcher in a research center.

In contrast, DBAs focus on real-world organizational and business problems and involve original and secondary research to explore, examine, and address those problems. The DBA is primarily for those focused on a career in business and consulting. However, many DBAs do teach in colleges and universities.

It’s important to note that students in either program can study real-world problems.  PhD students might use a different set of methodologies or look at the problem from a broader scope in contrast to DBA students who may focus their research on a particular industry or company with a narrower lens.  However, any course of interest in the international business field including but not limited to, multinational companies or managers engaged in international business is likely to be a viable research area for a SNHU PhD student.

Many of SNHU PhD graduates are enjoying careers in both business and academia.  Make sure you supply serious consideration to which degree best suits your needs and career aspirations.  SNHU does not currently offer a DBA.

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