Before execution, the project schedule, stakeholder engagement plan, and resource plan must be

finalized. ACMP specifies these as foundational inputs ensuring clarity of timing, stakeholder

involvement, and capacity. Timelines and communications (B) or strategies (A) are useful, but

without explicit scheduling, resourcing, and engagement planning, execution may lack alignment.

Benefits analysis and sustainability (D) are addressed later. Thus, option C is the correct prerequisite

for execution.

(Reference: ACMP Standard, Process Group 3 – Develop Plan; Required plans include stakeholder

engagement, communication, resource allocation, and scheduling.)

The stakeholder engagement plan is built on stakeholder analysis, which identifies who is impacted,

their influence, and readiness. ACMP stresses that without this input, engagement efforts risk being

misaligned or incomplete. Clear metrics (A) and communication (D) are valuable, but they don’t

ensure outcomes unless the plan is grounded in a thorough analysis of stakeholders. Thus, option B is

the correct answer.

(Reference: ACMP Standard, Process Group 3 – Stakeholder Engagement Plan; Input: Stakeholder

analysis ensures alignment of engagement to intended outcomes.)

The effect of learning should be measured through observable performance outcomes. ACMP

highlights job performance as the most direct indicator, showing that knowledge and skills gained in

training are being applied. Communication (A) and teamwork (C) may improve indirectly, while stress

reduction (D) is harder to quantify. Tangible evidence comes when employees perform their roles

effectively in the new state, making job performance (B) the correct answer.

(Reference: ACMP Standard, Process Group 3 – Learning and Development Plan; Activity: Measure

effectiveness of training through performance outcomes.)

ACMP explains that project management focuses on delivering outputs (scope, schedule, budget,

quality), whereas change management focuses on ensuring adoption, usage, and benefits realization

by addressing the people side of change. This difference in focus is the clearest and most

fundamental distinction. While differences in plans, stakeholders, and levels of focus exist, option A

captures the primary clarification needed: methodologies differ in focus and objectives.

(Reference: ACMP Standard, Introduction; Distinction between project management outputs and

change management outcomes.)

ACMP distinguishes between incremental and transformational change. Transformational change,

particularly when it requires cultural shifts, causes the greatest disruption because it challenges

organizational norms, values, and long-standing behaviors. New technology (D) or role changes (B)

can be significant but typically occur within existing frameworks. Incremental changes (A) are small

and evolutionary. Thus, transformational change with culture change is the most disruptive.

(Reference: ACMP Standard, Introduction; Defines transformational change as a high-impact shift

involving culture and behaviors, creating greater disruption than technical or incremental

adjustments.)

The change impact and readiness strategy sets out the scope, approach, and responsibilities for

evaluating how the change will affect the organization and preparing stakeholders. ACMP specifies

this as part of strategy formulation, feeding into detailed planning. Stakeholder engagement and

learning strategies are developed later, and measurement focuses on outcomes, not readiness. Thus,

option C best represents the formal strategy that governs impact analysis and readiness planning.

(Reference: ACMP Standard, Process Group 2 – Formulate; Change Impact and Readiness Strategy.)

Evaluation is collaborative: ACMP advises reviewing adoption/benefit results with sponsors and

stakeholders, validating whether objectives and success criteria were met, and agreeing on

remediation or sustainment actions. Designing metrics occurs earlier (Strategy/Plan phases).

Ensuring understanding and building a comms plan are execution activities, not evaluation

techniques. (Reference: ACMP Standard, Process Group 5 – Evaluate outcomes vs. objectives; Joint

review with governance and stakeholders.)

The stakeholder engagement plan outlines activities to influence, support, and drive the behavior of

stakeholders impacted by the change. ACMP highlights that adoption is driven by involvement,

reinforcement, and targeted interventions. Sponsorship plans (B) define leader roles, transition plans

(C) focus on operational handoffs, and resource plans (D) address capacity. Only the stakeholder

engagement plan (A) directly specifies behavior-driving activities for adoption.

(Reference: ACMP Standard, Process Group 3 – Stakeholder Engagement Plan; Purpose: Define

activities to influence and drive stakeholder behavior.)

Continuous improvement is embedded within the sustainability plan. ACMP emphasizes that

sustainability requires monitoring adoption, capturing feedback, and making iterative improvements

to ensure the change endures. Learning and development (B) addresses skills, measurement (C)

focuses on outcomes, and engagement (D) fosters involvement. Only the sustainability plan (A)

formally captures continuous improvement activities.

(Reference: ACMP Standard, Process Group 4 – Sustainability Plan; Activity: Implement feedback-

driven continuous improvement to sustain change.)

A learning needs assessment identifies the knowledge, skills, and behaviors that individuals and

groups require to perform effectively in the future state. According to ACMP, this assessment is

essential to determine gaps between current competencies and those required by the change. It

informs the learning and development strategy that will close these gaps through training, coaching,

or performance support. Availability (A) and methods (D) may influence design, but the fundamental

purpose is defining the capabilities needed to sustain the change. Sponsor approval (C) is an

outcome of planning, not the purpose of assessment.

(Reference: ACMP Standard, Process Group 1 – Readiness; Activity: Conduct learning needs

assessment; Input to Process Group 3 – Develop Learning and Development Plan.)