1 Prompting & Task Execution 14%
Lesson 1.1 · D1 Prompting & Task Execution · 7 min
Create effective prompts for business tasks
A good prompt gives Claude the context, task, constraints and examples a capable new colleague would need.
What the exam tests
Whether you can spot what is missing from a weak prompt and pick the change that most improves the output. Most wrong answers add emphasis or vague adjectives instead of information.
Key ideas
- Context first
- Say who the output is for, why it is needed and what Claude should know about the situation. Generic output almost always means missing context, not a weak model.
- A specific task
- Use a clear verb and name the deliverable: “Draft a 150-word email inviting existing customers to the webinar” beats “Write something about the webinar”.
- Constraints that matter
- Length, tone, format, reading level, must-include facts and things to avoid. Concrete limits (“no more than 12 items”) work better than adjectives (“concise”).
- Examples of good output
- One or two approved examples transfer style and structure more reliably than any description of them.
- Separate instructions from material
- When you paste documents, label them clearly (headings or tags such as <policy>…</policy>) and state the task separately, so Claude doesn't mistake content for instructions.
- Say what to do when information is missing
- “If the documents don't cover it, say so” prevents confident guessing.
Worked example
A marketing manager needs a product launch email.
Weaker
Write a launch email for our new product. Make it exciting.
Stronger
Write a 150-word launch email for existing small-business customers announcing Invoicely Pro (details below). Goal: book a 15-minute demo. Tone: friendly, plain English, no hype words. Include the launch date and the demo link. Here is a past email that performed well: <example>…</example>
Why: The strong version adds audience, goal, facts, length, tone and a model to imitate. “Exciting” gives Claude nothing to work with.
Common traps
- Writing instructions in capitals or saying “this is very important” instead of adding information.
- Telling Claude to “be an expert” and expecting that alone to fix missing facts.
- Asking for things Claude can't guarantee, such as trademark availability or today's prices without web search.
RememberWhen output is generic, add context and examples before you change anything else.
Lesson 1.2 · D1 Prompting & Task Execution · 6 min
Apply task decomposition techniques
Break large or multi-part work into reviewable steps, and agree the structure before the bulk work starts.
What the exam tests
Recognising the best way to sequence a big task, such as a long report, an RFP response or classifying thousands of records.
Key ideas
- Outline, then sections, then a consistency pass
- For long documents, agree an outline mapped to the requirements, draft section by section with the relevant inputs, then ask Claude to check consistency across sections.
- Agree the scheme before bulk work
- For analysis of many records (returns, survey comments), have Claude propose categories from a sample, agree them, then classify everything against the agreed scheme.
- Chain prompts
- Feed the output of one step into the next (extract facts → identify gaps → list risks). Each step is easier to check than one giant answer.
- Extract, then answer
- For questions about a long document, ask Claude to pull out the relevant passages first and answer only from them.
- Summarise hierarchically
- When there is too much material for one pass, summarise each piece separately, then combine the summaries.
Worked example
A bid manager must respond to a 40-page RFP.
Weaker
Here is the RFP. Write our full response.
Stronger
Step 1: list every requirement in the RFP with its section number. Step 2: propose an outline that maps each requirement to a response section. (Review.) Step 3: draft section 2 using the attached case studies. … Final step: check all sections for consistent terminology and commitments.
Why: Each step can be reviewed and corrected before it affects the next, and every requirement is traceable to a response.
Common traps
- Splitting work into random chunks in separate chats, which loses consistency.
- Asking for the final answer before agreeing the structure or criteria it depends on.
- Letting Claude decide things that should be human decisions (strategic priorities, which vendor wins) as a “step”.
RememberBig task? Agree the structure first, then build it piece by piece, then check the whole.
Lesson 1.3 · D1 Prompting & Task Execution · 5 min
Iterate prompts to improve output quality
Refine with specific, actionable feedback in the same conversation, and say what must not change.
What the exam tests
Choosing the most effective next step after a draft that is close but not right.
Key ideas
- Be specific
- “Cut to about 150 words, use a conversational tone, keep the three key dates” works. “Make it better” doesn't.
- Protect what's right
- State what to keep exactly (figures, dates, regulatory wording) so a style edit doesn't break the facts.
- Stay in the conversation
- Iterating in context keeps everything Claude has already learned about the task. Starting over usually reproduces the same problems.
- Change one thing when diagnosing
- If you don't know why output is off, adjust one element at a time so you can see what helped.
- Save the winner
- Once a prompt works, keep it as a template or Project instruction so you don't rediscover it every week.
Worked example
An internal announcement draft is accurate but too long and formal.
Stronger
Good content. Please rewrite at about 120 words, warmer and more conversational, keep the dates and the room number exactly as they are, and end with one clear action for staff.
Why: It names the change, the target, what to preserve and the desired ending.
Common traps
- Resending the identical prompt in a new chat and hoping for a different result.
- Switching model tiers before fixing an unclear prompt.
- Accepting a draft that is accurate but unusable for its audience.
RememberSpecific feedback plus “keep X exactly” beats regenerating.
Lesson 1.4 · D1 Prompting & Task Execution · 6 min
Adapt prompting strategy to the task type
Analysis, research, drafting and brainstorming each need a different kind of prompt.
What the exam tests
Matching the prompting approach to the job, for example diverging before converging in brainstorming, or asking for evidence in analysis.
Key ideas
- Analysis
- Provide the data and the question it should answer, define the criteria, ask Claude to state assumptions, show workings and separate what the data shows from hypotheses.
- Research
- Ask for sources and citations, use web search or research for anything current, and plan to verify what comes back.
- Drafting
- Audience, purpose, tone, length and an example. Say what must be included and what to avoid.
- Brainstorming
- Ask for many varied options across categories without filtering. Shortlist with people, then ask Claude to develop the chosen few against stated criteria.
- Extraction and classification
- Give a fixed schema (columns, categories), one worked example, and tell Claude to leave a field blank and flag it rather than guess.
- Complex reasoning
- Ask Claude to think through the problem step by step, or use extended thinking where available, before giving a conclusion.
Worked example
A team wants campaign name ideas.
Weaker
Give me the best name for our campaign.
Stronger
Suggest 30 names across descriptive, aspirational and playful styles, one line each, avoiding claims about results. We'll shortlist five and come back to you to develop them.
Why: Brainstorming needs breadth first. Asking for “the best” collapses the option space and makes the pick arbitrary.
Common traps
- Asking for one answer when the task is creative.
- Asking for “insights” without stating the business question.
- Letting Claude guess missing values during extraction.
RememberName the task type, then prompt the way that type needs.
2 Output Evaluation & Validation 21%
Lesson 2.1 · D2 Output Evaluation & Validation · 6 min
Evaluate output for accuracy and completeness
Check the output against the source: facts, figures, scope, qualifiers and coverage.
What the exam tests
Spotting outputs that read well but misstate or omit something material. This is the most heavily weighted domain.
Key ideas
- Compare with the source's structure
- Use the source's headings, tabs or section list as a checklist. If a report has 12 regions, the summary should account for 12.
- Watch scope and qualifiers
- “Carbon neutral at head office” is not “carbon neutral across all operations”. “After the first 12 months” is not “at any time”.
- Recompute numbers
- Re-do arithmetic and percentages. Check that totals reconcile with their parts and that percentage points aren't confused with percent change.
- Completeness depends on purpose
- A policy summary that lists benefits but not exclusions, or a judgment summary without the dissent your argument relies on, is incomplete for its reader.
- Check every input was used
- When several files or long inputs are involved, ask Claude to list what it covered and compare.
Worked example
Claude summarises a supplier contract.
Weaker
Read the summary; it sounds right, so send it.
Stronger
Check the summary against the contract's section list, confirm key clauses (termination, liability, renewal) are covered, and verify each date and amount.
Why: Fluent summaries can silently drop clauses or conditions that change their meaning.
Common traps
- Treating detail or confident tone as evidence of accuracy.
- Accepting “rounding” that changes a figure materially.
- Assuming Claude chose the “most important” parts when it simply missed some.
RememberAccuracy is checked against the source, not against how the output sounds.
Lesson 2.2 · D2 Output Evaluation & Validation · 7 min
Identify hallucinations, inconsistencies and bias
Know the red flags for invented content, internal contradictions and biased framing.
What the exam tests
Recognising which parts of an output most need checking, and what to do with biased or contradictory content.
Key ideas
- Hallucination red flags
- Precise statistics with vague or no sources; quotes attributed to named people; citations to papers, cases or reports; page or section references; claims about recent events; figures for data you never provided.
- Internal inconsistency
- The same figure stated two ways, “three options” introduced but four described, different dates for one event. Resolve these from the source, never by averaging or picking one.
- Bias in content
- Stereotypes about age, gender, ethnicity, income or location; coded hiring language (“young”, “rockstar”, “native speaker”); personas built on assumptions instead of data.
- Bias in selection
- Summaries that include only positive findings, or omit safeguarding concerns or missed targets, are misleading even if every sentence is true.
- What to do
- Verify or remove unsupported claims; rewrite biased language using job-related or evidence-based criteria; restore omitted material findings.
Worked example
A blog draft says “9 out of 10 dentists recommend our toothpaste.”
Weaker
Change it to “8 out of 10” so it sounds less exaggerated.
Stronger
Remove the claim unless the client supplies evidence for it, and check it against advertising rules.
Why: An unsubstantiated statistic is still unsubstantiated after you soften it.
Common traps
- Keeping a dubious citation but making the attribution vaguer (“according to research”).
- Fixing a contradiction by averaging two numbers.
- Treating internal documents as exempt from bias checks.
RememberSpecific + unsourced = verify. Contradictions get resolved from the source.
Lesson 2.3 · D2 Output Evaluation & Validation · 6 min
Fact-check and validate outputs
Validation means independent checks: primary sources, recalculation and traceable evidence.
What the exam tests
Choosing validation steps that actually test accuracy, and rejecting ones that only feel reassuring.
Key ideas
- Go to primary sources
- Official legislation databases, regulator sites, the original study, the publisher's catalogue, the competitor's own documentation.
- Triangulate key inputs
- Check important assumptions against independent data, such as last year's actuals, benchmarks or expert review.
- Make outputs traceable
- Ask Claude to quote the supporting passage, give the clause number or list the record IDs it counted, then spot-check those.
- Know what isn't verification
- Asking “are you sure?”, Claude's stated confidence, two chats agreeing, or regenerating until answers match. None of these test the facts.
- Current facts need live sources
- Prices, rates, regulations and recent events may have changed after Claude's knowledge cutoff. Use web search or official sites.
- Scale effort to stakes
- Light checks for internal brainstorming; rigorous checks for anything public, contractual, financial or safety-related.
Worked example
Claude reports that 35% of 200 support tickets concern login problems.
Weaker
Ask Claude whether 35% is right.
Stronger
Ask Claude to list the ticket IDs it counted, spot-check a sample, and confirm the total.
Why: A traceable count can be checked quickly; a self-assessment can't.
Common traps
- Treating self-review as independent verification (it's a useful first pass, no more).
- Accepting a citation because the source is reputable, without finding the claim in it.
- Using a figure because it “matches what we remember”.
RememberVerification is independent: source, recalculation or traceable evidence.
Lesson 2.4 · D2 Output Evaluation & Validation · 5 min
Decide when human review is required
The higher the stakes and the harder to reverse, the more qualified and accountable the review must be.
What the exam tests
Picking which outputs need expert review, and recognising when a review step is being bypassed.
Key ideas
- Always needs qualified review
- Public statements, legal or regulatory content, financial commitments or promised outcomes, health and safety guidance, decisions or records about individuals, anything sent to courts, regulators or funders.
- Light review is fine for
- Internal brainstorms, agendas, reformatting, first-pass ideas that a person will develop.
- Review must be real
- Pasting drafts without reading them defeats the control. Spot checks, accountability and tracking error rates keep review meaningful.
- Accountability stays human
- The person and organisation that approve and send content are responsible for it, not Claude and not the vendor.
- Drafts must not invent decisions
- Watch for drafts that promise compensation, state an outcome not yet decided or make guarantees (“this will never happen again”).
Common traps
- Removing review because Claude's drafts are “usually right”.
- Asking Claude to review in place of the required approver.
- Sending first and getting approval afterwards.
RememberHigh stakes, external or about people → qualified human review before it goes out.
Lesson 2.5 · D2 Output Evaluation & Validation · 5 min
Edit and adapt outputs for the intended audience
Reshape accurate output so the reader can use it, without losing what must stay exact.
What the exam tests
Choosing the adaptation that serves a specific reader: executives, customers, front-line staff, governors, community members.
Key ideas
- Executives and boards
- Lead with the decision needed, the impact and the risks on one page; move technical detail to an appendix.
- Customers and the public
- Plain language, the reader's reading level, short sentences, key dates and actions in a clear list.
- Front-line and non-specialist staff
- What changes for them and what to do, in their vocabulary.
- Keep required content intact
- Figures, dates, regulatory wording and must-include items survive every rewrite. Say so explicitly when you ask for an edit.
- Accessibility
- Consider translations, reading levels and formats for people who took part in research or receive the service.
Worked example
A technical outage analysis must go to the executive committee.
Weaker
Send the full analysis so they can see the evidence.
Stronger
Rewrite as a one-page brief: impact, root cause in one sentence, decision needed, cost; technical detail in an appendix.
Why: Executives need to decide, not to audit the engineering.
Common traps
- Removing all numbers to make it “simple”.
- Adding jargon to make it look rigorous.
- Converting to bullets without changing what is emphasised.
RememberSame facts, reshaped for the reader's decision and vocabulary.
Lesson 2.6 · D2 Output Evaluation & Validation · 4 min
Choose the right output format
Match the format to where the output will live: read once, kept and shared, or loaded into another system.
What the exam tests
Choosing between an inline answer, an artifact or document, and structured data.
Key ideas
- Inline reply
- Quick answers read once: a definition, a single figure, a short explanation.
- Artifact or document
- Anything people will keep, edit, revisit or share: a policy, a calendar, a reusable calculator or tool, a prototype.
- Structured data
- Tables, CSV or JSON when the output goes into a spreadsheet, CRM, ERP or HR system. Match the target system's exact column names.
- Separate data from explanation
- Give the importable table plus a short separate note or change log, so the system gets clean data and people get the reasoning.
Common traps
- Narrative paragraphs for something that must be imported.
- Slide decks or reports for a one-line question.
- Long chat threads as the home for a shared, living document.
RememberRead once → inline. Keep or share → artifact. Import → structured data in the target format.
3 Product & Model Selection 12%
Lesson 3.1 · D3 Product & Model Selection · 7 min
Select the right Claude feature for the task
Chat, Projects, artifacts, web search and research, connectors and memory each solve a different problem.
What the exam tests
Matching a scenario to the feature that solves it, such as repeated use of the same reference documents or the need for current, cited information.
Key ideas
- Chat
- One-off questions and tasks where you supply everything in the conversation.
- Projects
- A workspace with its own instructions and knowledge files, so every chat in it starts with the same reference material. Team and Enterprise plans let you share Projects with permissions.
- Artifacts
- Standalone outputs (documents, tables, interactive tools, prototypes) that can be revised and shared.
- Web search and research
- Current information with citations: news, competitor announcements, regulatory changes, prices.
- Connectors
- Let Claude work with your other tools (for example Google Drive or Gmail) within the connected user's own permissions.
- Memory, styles and preferences
- Carry personal context and writing style across chats; users can review and change what is remembered.
- Extended thinking
- Gives Claude room to reason through complex problems before answering, where available.
Common traps
- Pasting the same reference files into every chat instead of using a Project.
- Expecting training knowledge to cover this week's events.
- Assuming a connector gives access to files the user can't access.
RememberRepeated context → Project. Current facts → search. Keep or share → artifact. Your tools → connector.
Lesson 3.2 · D3 Product & Model Selection · 4 min
Differentiate Haiku, Sonnet and Opus
The three tiers trade capability against speed and cost.
What the exam tests
Knowing which tier suits which kind of work. Model versions change; the tier logic is what's examined.
Key ideas
- Haiku
- Fastest and most economical. Suits high-volume, well-defined tasks: classification, routing, tagging, short extraction, real-time suggestions that people review.
- Sonnet
- The balanced choice for everyday drafting, summarising and analysis where both quality and responsiveness matter.
- Opus
- Most capable. Suits complex, high-stakes reasoning over long or conflicting material where quality matters more than speed or cost.
- Versions move on
- New generations arrive regularly; choose by tier characteristics, not by assuming “newest” or “largest” is always right.
Common traps
- “Always use the most capable model to be safe.”
- “Model choice doesn't matter.”
- Switching tiers to fix a problem that is really a vague prompt or missing context.
RememberHaiku = volume and speed. Sonnet = everyday balance. Opus = hardest, highest-stakes thinking.
Lesson 3.3 · D3 Product & Model Selection · 4 min
Align model choice with cost, speed and quality
Weigh volume, latency, complexity, stakes and frequency.
What the exam tests
Justifying a choice in a scenario, often by spotting the factor that dominates.
Key ideas
- Volume and latency
- Thousands of items a day, or results needed in real time, push towards faster tiers.
- Complexity and stakes
- Long, nuanced material or decisions with major consequences push towards more capable tiers.
- Frequency
- A one-off, high-stakes synthesis can justify a higher cost per use; a daily batch multiplies every cost.
- Review changes the calculus
- If people review every output anyway (for example suggested replies), a faster tier often gives the best value.
- Test on a sample
- Compare tiers on representative examples before committing a workflow.
Common traps
- Ignoring volume when picking a tier for a batch job.
- Picking by name or the CEO's preference.
RememberFind the dominant factor: volume and speed, or complexity and stakes.
Lesson 3.4 · D3 Product & Model Selection · 6 min
Manage context limits and memory
A conversation's context is large but finite; long chats and big uploads can crowd out earlier details.
What the exam tests
Diagnosing why Claude “forgets” earlier decisions or ignores some files, and choosing the fix.
Key ideas
- What uses context
- The conversation history, uploaded files and instructions in that conversation. Other chats and account details don't.
- Symptoms
- Contradicting earlier agreements, repeating rejected ideas, overlooking files uploaded early in a long session.
- Fixes
- Ask for a summary of decisions, verify it, and continue in a new chat that starts from it; move stable reference material into Project knowledge; summarise large sets of files separately, then combine; upload only what's needed.
- Memory is different
- Memory carries personal preferences and context across chats. If it holds something outdated, review and correct it rather than working around it.
- No unlimited context
- No tier reads an unlimited amount of text; switching models doesn't remove the need to manage context.
Common traps
- Deleting earlier messages one by one.
- Restarting without a summary and losing agreed decisions.
- Assuming a bigger model removes context limits.
RememberLong chat going wrong → verified summary, fresh chat, stable material in a Project.
4 Workflow Integration & Solution Design 16%
Lesson 4.1 · D4 Workflow Integration & Solution Design · 6 min
Analyse requirements and use cases
Start from the real process and a measurable problem, then find the steps where Claude genuinely helps.
What the exam tests
Choosing the right first step when someone asks to “use AI” for something, and telling good use cases from poor ones.
Key ideas
- Clarify the problem
- Turn “use AI for onboarding” into specific pain points, measures (time, error rate, backlog) and the people who will act on the output.
- Map the workflow
- Walk through the current steps and find text-heavy, repetitive, judgment-light work: drafting from approved material, summarising, triaging, reformatting.
- Good candidates
- First drafts for review, summaries for a decision-maker, categorising enquiries, pre-call briefs, FAQ drafts from policy.
- Poor candidates
- Final decisions about people, money or safety; approvals; anything where nobody would check the output.
- Check data and risk early
- What data the step involves and whether policy allows it in an approved Claude workspace.
Worked example
A director says, “We should use AI to fix our referral backlog.”
Weaker
Ask Claude to work through the backlog and prioritise each referral.
Stronger
Map the referral process, find where delays occur, identify the administrative steps Claude could help with, and agree how success will be measured.
Why: Requirements come before tools, and prioritising referrals is a decision people must own.
Common traps
- Buying licences for everyone as the first step.
- Letting Claude design the strategy or policy on its own.
- Telling stakeholders AI can't help without looking at the process.
RememberProblem → process map → suitable steps → success measures.
Lesson 4.2 · D4 Workflow Integration & Solution Design · 5 min
Use Claude for research, planning and process optimisation
Claude is strong at structuring the work; evidence and decisions still come from real data and people.
What the exam tests
Distinguishing appropriate planning support from fabricating evidence or delegating decisions.
Key ideas
- Good uses
- Research plans, interview and survey questions, hypothesis trees, comparison frameworks, stakeholder maps, discussion prompts, summaries of pre-reading.
- Outputs are hypotheses
- Bottlenecks or options Claude identifies from a description of a process must be tested against data and with the people who run it.
- Never fabricate evidence
- Don't let Claude write customer quotes, survey answers, benchmark data or case-study results to fill gaps.
- Decisions stay with people
- Market entry, programme mergers, budgets and closures are leadership decisions informed by the work, not outputs of it.
Common traps
- Putting Claude's estimated figures straight into a business case.
- Treating a well-structured suggestion as validated.
RememberClaude structures and drafts; data and people confirm and decide.
Lesson 4.3 · D4 Workflow Integration & Solution Design · 5 min
Support solution design and iteration
Pilot small, measure against a baseline, learn, then scale.
What the exam tests
Picking the responsible rollout approach and the metrics that show real value.
Key ideas
- Pilot first
- A small group, a defined use case, a set period. Mandating tools for everyone at once hides problems until they are expensive.
- Measure outcomes
- Time per deliverable, error or rework rate, quality-check results, customer satisfaction, compared with a baseline.
- Ignore activity metrics
- Number of prompts, chats opened or drafts produced say nothing about value.
- Watch downstream effects
- Faster proposals with falling win rates, or more emails with rising unsubscribes, mean the design needs work before scaling.
- Iterate
- Feed reviewer findings back into prompts, templates and instructions, then measure again.
Common traps
- Declaring success on time saved alone.
- Waiting for a “perfect” model before starting.
RememberSmall pilot, baseline, outcome metrics, then decide.
Lesson 4.4 · D4 Workflow Integration & Solution Design · 6 min
Integrate Claude into existing workflows
Define where Claude's output enters the process, who checks it, who approves it, and where the facts come from.
What the exam tests
Designing safe hand-offs, and recognising when a request needs technical specialists.
Key ideas
- Hand-off points
- Where does the draft enter, who reviews it, who approves the final version, how are errors reported and fixed?
- Systems of record
- Stock levels, delivery dates, account data and policy text come from the authoritative system, not from Claude.
- Structured hand-offs
- Use output formats that match the next system to avoid manual re-keying errors.
- Know your remit
- APIs, automated pipelines, database writes and system integrations are technical work. Document the business need and escalate to developers, architects, IT or security.
- Never share credentials
- Passwords and system logins don't go into chats or Projects.
Worked example
The e-commerce team wants Claude to update product listings in the store database.
Weaker
Paste the database password into a Project so Claude can make the changes.
Stronger
Capture the requirement (which fields, how often, who approves) and pass it to the technical team to assess an integration.
Why: System integration is outside an Associate's remit, and credentials never belong in a chat.
Common traps
- Removing the reviewer to speed things up.
- Building integrations from online tutorials.
- Letting Claude send customer messages automatically.
RememberClear hand-offs, authoritative data, and escalate anything technical.
Lesson 4.5 · D4 Workflow Integration & Solution Design · 5 min
Communicate Claude's value and limitations
Credible messages pair concrete, measured benefits with honest limits and the controls that manage them.
What the exam tests
Choosing the most responsible way to answer executives, boards, clients, staff and parents about AI use.
Key ideas
- Be concrete
- Two or three use cases from the audience's real work, with measured or expected time saved.
- State limitations
- Claude can produce plausible but wrong details, has a knowledge cutoff, and doesn't make decisions about people. Say how review handles this.
- Avoid overclaiming
- No “100% accurate”, “replaces the team” or guaranteed results. Propose a pilot when the honest answer is “we don't know yet”.
- Address fears directly
- Be transparent about what Claude will and won't be used for, how data is handled, and where to raise concerns (for example monitoring worries).
- Answer data questions from facts
- When clients ask how their data is handled, answer from the actual plan terms and policies, and involve legal or data leads if unsure.
Common traps
- Technical explanations of how language models work for a business audience.
- Avoiding the question or delaying communication until after rollout.
RememberSpecific benefits + honest limits + the controls in place.
5 Configuration & Knowledge Management 12%
Lesson 5.1 · D5 Configuration & Knowledge Management · 5 min
Configure Claude Projects
A Project combines standing instructions with knowledge files so every chat starts from the same context.
What the exam tests
Deciding what belongs in instructions, in knowledge and in the individual message.
Key ideas
- Instructions
- Standing rules for every chat: role and audience, tone, output format, scope, which sources to use, what to do when information is missing, escalation.
- Knowledge
- Reference material: policies, manuals, price lists, brand guidelines, templates and approved examples.
- The message
- Task-specific details: this customer, this week's rota, this report's funder.
- One purpose per Project
- Separate Projects per client or team keep confidential material apart and instructions focused.
- Sharing
- On Team and Enterprise plans, Projects can be shared with view or edit permissions. Decide who may change instructions.
Common traps
- Pasting a full manual into the instructions.
- Putting one-off details in instructions where they affect every chat.
- One Project shared across several clients.
RememberRules → instructions. Reference → knowledge. Specifics → message.
Lesson 5.2 · D5 Configuration & Knowledge Management · 6 min
Manage uploaded knowledge and connectors
Keep one authoritative, current version of each source, and connect only what policy allows.
What the exam tests
Diagnosing inconsistent answers caused by stale or conflicting files, and the checks needed before enabling a connector.
Key ideas
- Replace, don't add
- When a price list or policy changes, replace the old file. Keeping both makes Claude draw on conflicting sources.
- Remove drafts and notes
- Discussion documents and superseded drafts introduce contradictions. Keep the approved version.
- Name and date files
- Clear file names with versions or dates make reviews quick.
- Connectors respect permissions
- A connector reaches what the connected user can access, not everything in the organisation. Data policy still applies to what is used.
- Before connecting
- Check policy approval and what the source contains (confidential, personal or client data). Limit access to the folders or channels that are needed.
Worked example
A Project still quotes old prices although the new price sheet was uploaded last week.
Weaker
Add an instruction telling Claude to prefer the newest file.
Stronger
Remove the outdated price sheet so only the current one remains.
Why: The cause is conflicting sources; fix the knowledge, not the wording.
Common traps
- Expecting Claude to “learn” new figures from users' corrections.
- Connecting an entire shared drive for convenience.
RememberOne current version per source; connectors only where policy allows.
Lesson 5.3 · D5 Configuration & Knowledge Management · 6 min
Write effective system-level instructions
Short, concrete, prioritised rules with examples and a clear fallback.
What the exam tests
Picking instruction lines that actually change behaviour, and fixing instructions that conflict or sprawl.
Key ideas
- Concrete and testable
- “Keep customer replies under 150 words in plain language” rather than “be concise and helpful”.
- Name the source
- “Answer return questions only from the Returns Policy document.”
- Fallback behaviour
- “If the knowledge doesn't cover it, say so and refer to the service desk” prevents invented answers.
- Scope and escalation
- What Claude should not do (give legal advice, recommend products, diagnose) and where to send people instead.
- Resolve conflicts
- If tones or lengths differ by context, say when each applies (“board updates: concise; grant reports: full background”).
- Show, don't describe
- Attach an example of the required format or template; descriptions alone are often ignored.
Common traps
- “Always be perfect” or “never make mistakes”.
- Thousands of words of accumulated rules with contradictions.
- Telling Claude to fill gaps from general knowledge in regulated settings.
RememberSpecific rules + named sources + a fallback + an example.
Lesson 5.4 · D5 Configuration & Knowledge Management · 4 min
Keep configurations current over time
Configurations drift unless someone owns them and reviews them on a schedule.
What the exam tests
Choosing the process that keeps Projects, instructions and reusable procedures accurate.
Key ideas
- Named owner
- One person is responsible for each Project's instructions and knowledge.
- Review cadence
- Review when policies, prices or brand guidelines change, and on a regular schedule (each term, quarter or release).
- Change log
- Record what changed and when, so inconsistent answers can be traced.
- Reuse instead of copying
- A procedure used across many Projects is easier to maintain as a reusable skill or a single maintained document than as copies in each Project.
- Personal memory too
- If remembered preferences go stale, review and update them.
Common traps
- Letting anyone edit instructions silently.
- Rebuilding the Project from scratch every week.
RememberOwner + schedule + change log.
6 Governance, Risk & Responsible Use 15%
Lesson 6.1 · D6 Governance, Risk & Responsible Use · 6 min
Identify appropriate and inappropriate use cases
Claude assists people; it doesn't replace accountable decisions about people, and it never fabricates what is presented as real.
What the exam tests
Spotting the clearly inappropriate option among plausible uses.
Key ideas
- Appropriate
- Drafting from approved material for review, summarising for a decision-maker, brainstorming, explaining terms in plain language, preparing training content.
- Inappropriate: automated consequential decisions
- Rejecting loan, job or grant applicants, banning customers, deciding exclusions, dismissals, benefits or housing priority, without human review.
- Inappropriate: fabrication presented as genuine
- Fake reviews, testimonials, case studies, resident or customer posts, quotes or endorsements.
- Inappropriate: profiling and deception
- Labelling people as “difficult” or “likely to complain” for worse treatment; misleading appeals or statements.
- The test
- Would a person be harmed or misled if Claude were wrong, or if the output were taken as real? Then a human must decide, or it shouldn't be done.
Common traps
- “Acceptable if names are changed” or “if labelled as an example”, when the content still implies real results.
- “Fine because it's internal.”
RememberAssist, don't decide about people. Never present invented content as real.
Lesson 6.2 · D6 Governance, Risk & Responsible Use · 8 min
Apply data-sensitivity, regulatory and privacy rules
Classify the data and confirm the tool is approved for it before anything goes into Claude.
What the exam tests
Choosing the right action when personal, health, financial, client or controlled data is involved, and recognising the relevant regulation.
Key ideas
- Two checks first
- What is the data's classification? Is this Claude workspace approved for that classification?
- Minimise
- Remove or pseudonymise identifiers you don't need; use placeholders and complete details in approved systems.
- GDPR
- Personal data of people in the EU: lawful basis, data minimisation, purpose limitation; involve the privacy team or DPO.
- HIPAA
- US protected health information: only in environments approved for it, with the required agreements such as a business associate agreement.
- PCI DSS
- Payment card data stays out of tools not approved for it. Masking part of a number isn't enough.
- FedRAMP
- US federal government use of cloud services requires appropriate authorisation.
- Other controls
- Export-controlled drawings, privileged legal material, client data under contract terms, children's data, consent scope for research participants.
- What doesn't fix it
- Deleting the chat afterwards, using a personal account, pasting “only half”, or keeping initials with full details.
Common traps
- “It's for the customer's benefit, so it's fine.”
- Treating partial redaction as de-identification.
RememberClassify → check approval → minimise. Clean-up afterwards doesn't make it compliant.
Lesson 6.3 · D6 Governance, Risk & Responsible Use · 5 min
Follow organisational AI governance policy
Policy applies under time pressure and regardless of who asks; concerns go through the proper channel.
What the exam tests
Choosing the right response when a manager, deadline or convenience pushes against policy.
Key ideas
- Approved tools only
- If the approved workspace is down or slow, report it; don't switch to a personal or unapproved tool.
- Required reviews and disclosures
- Follow approval steps and disclosure requirements in policy, contracts and regulation, even for “low-risk” flash sales or urgent work.
- Seniority doesn't override
- A manager's request doesn't authorise breaching policy or ethics. Decline and escalate.
- Report incidents
- Confidential data in an unapproved tool, exposed API keys or secrets, or misuse: report through the incident or security process so it can be assessed. Don't hide it or fix it quietly.
- Improve policy properly
- If a control is slowing work, raise it through governance rather than working around it.
Common traps
- “Just this once” exceptions.
- Asking Claude to approve in place of the named approver.
- Deleting evidence to protect a colleague.
RememberFollow the policy, then raise the problem through the right channel.
Lesson 6.4 · D6 Governance, Risk & Responsible Use · 6 min
Reason through the ethical implications of AI use
Fairness, transparency, accountability, honesty and dignity.
What the exam tests
Applying ethical reasoning to hiring, pricing, vulnerable groups, imagery and public communication scenarios.
Key ideas
- Fairness and bias
- Watch for proxies (postcode, graduation year, “culture fit”) that encode protected characteristics. Use job-related criteria and monitor outcomes.
- Transparency
- Tell people when they are interacting with an AI assistant and how to reach a person; label AI-generated imagery as illustrative.
- Accountability
- People who approve and publish remain responsible for AI-assisted work.
- Honesty
- Public statements, appeals and recall notices must be accurate. Don't let wording imply what isn't true.
- Vulnerable groups and dignity
- Assess impact before decisions affecting vulnerable people, involve people with lived experience in reviewing sensitive content, and avoid language that strips people of agency.
Common traps
- “It raises more money, so it's fine.”
- “Make the implication subtler so it's not technically false.”
RememberFair criteria, open about AI, humans accountable, never misleading.
7 Troubleshooting & Optimization 10%
Lesson 7.1 · D7 Troubleshooting & Optimization · 6 min
Diagnose and resolve underperforming prompts
Most problems trace back to inputs: missing context, buried or conflicting instructions, or stale knowledge.
What the exam tests
Mapping a symptom to its most likely cause and the fix that addresses it.
Key ideas
- Generic or bland output
- Missing audience, goals and specifics; no examples of the target style.
- Ignores a requirement
- The instruction is buried in a long prompt or conflicts with another. Make it prominent, unambiguous and show an example.
- Wrong or outdated facts from a Project
- Check whether the current document is in knowledge and whether an older version or contradicting file is also there.
- Different answers for different people
- Different prompts, files or setups (Project vs standalone chat). Standardise inputs before judging consistency.
- Invented numbers
- Data wasn't provided and there's no rule for missing data. Supply the data and require “data not provided” instead of estimates.
- Hedging on a legitimate task
- Missing context about purpose and audience (training, safety, education). Explain it plainly; never disguise the request.
Common traps
- Switching models before fixing the inputs.
- Asking the same question repeatedly and taking the most common answer.
RememberDiagnose the inputs first: context, instructions, knowledge.
Lesson 7.2 · D7 Troubleshooting & Optimization · 4 min
Adjust your approach based on feedback and results
Turn feedback into concrete instructions and examples, then measure whether it worked.
What the exam tests
Choosing the adjustment that will actually change output after users or reviewers complain.
Key ideas
- Adjectives rarely work
- “Be polite” or “use simple language” changes little. Provide example outputs and name phrases to avoid.
- Balance constraints
- Fixing length can remove required content. Define the must-include items alongside the limit.
- Describe the reader
- “An admin who isn't an engineer” gives Claude a target; “simpler” doesn't.
- Measure after the change
- Check reply rates, rework or quality scores to confirm the adjustment helped.
Common traps
- Repeating the same instruction in capitals.
- Overcorrecting one problem and creating another.
RememberFeedback → examples + specific rules → measure again.
Lesson 7.3 · D7 Troubleshooting & Optimization · 5 min
Optimise AI workflows for efficiency
Fix the workflow, not just the latest output.
What the exam tests
Choosing the change that removes recurring effort across a team.
Key ideas
- Recurring fixes are a signal
- If people make the same edits every week, put the fix into the template, Project instructions or a reusable skill.
- Standardise inputs and outputs
- Consistent data exports and fixed output templates cut reformatting and checking time.
- Find where time goes
- Measure which steps (cleaning data, reformatting, re-checking) take longest before changing anything.
- Look downstream
- If drafts are fast but approvals or legal review stall, involve those teams in designing the template.
- Share what works
- One maintained template or Project for a team beats five private prompts.
Worked example
Five people rewrite a similar weekly report prompt from scratch.
Weaker
Ask each person to keep refining their own prompt.
Stronger
Capture the best prompt as a shared template or Project instructions with an example report.
Why: It removes duplicated effort and makes output consistent.
Common traps
- Removing review to save time.
- Producing more drafts when the bottleneck is approvals.
RememberSame fix twice → build it into the workflow.