HRM233 Training and Development – Need Analysis

Background

Identifying learning needs before designing any training intervention is a fundamental skill for L&D practitioners. A Training Needs Analysis (TNA) ensures that learning solutions are purposeful, evidence-based and aligned to real organisational goals. In this assignment, you will conduct a TNA for a real organisation of your choice, applying key theoretical frameworks to structure your thinking and justify your approach. You will also use AI tools as part of your practice and critically evaluate what they produce.

Scenario

You are working as a junior L&D practitioner. Your HR Manager has asked you to conduct a needs assessment by identifying a performance gap within the organisation that suggests there is a training need. Your task is to conduct the needs assessment, produce a professional report, create a supporting artefact and maintain an AI Reflection Log documenting how you used AI tools throughout the process.

You may select any real organisation and refer to publicly available information such as annual reports, job advertisements, LinkedIn, news articles and industry data to build an evidence base for the performance gap. You are not required to provide your own organisation’s data.

Part A: Written Report

Section 1: Organisational Overview

Briefly introduce the organisation (its size, sector and workforce context), explain why it is relevant and how you accessed information about it.

• The organisation’s industry/sector and approximate size (employees, revenue, geographic reach)
• The sources you used to gather information and any limitations of those sources

Section 2: Identify Performance Issues That Training Is Needed

Describe the specific gap you have identified: what is currently happening and what should be happening, supported by evidence.

• A clear statement of the performance or knowledge gap, distinguishing it from operational or resourcing problems
• Evidence that the gap exists, linked to at least one external or internal source
• Why addressing this gap matters to the organisation’s goals or strategy

Section 3: The Needs Assessment Process

Explain how you would conduct a thorough needs assessment for this organisation by applying Noe’s (2023) three-level framework, and state any practical constraints (e.g. access to data, time, organisational sensitivity). Address any two of the following:

• Organisational Analysis: how organisational strategy, resources and climate support or constrain training, including the organisation’s readiness for training.
• Task Analysis: how you would identify the KSAOs required for the role or performance area, and suitable methods (job analysis, SME interviews, competency frameworks).
• Person Analysis: how you would determine which employees need training and what they already know, with suitable data-gathering tools (performance appraisals, surveys, observations).

Section 4: Recommended Training Approach

Based on your needs assessment findings, create a training method for addressing the identified gap and justify it using Noe (2023).

• The training method(s) recommended (on-the-job, e-learning, classroom-based, blended) and why they suit this gap and organisation
• Transfer of training: factors that would support or hinder learning being applied on the job, with reference to Noe (2023)
• A brief note on evaluation using Kirkpatrick’s four levels
• Feasibility: cost, time or logistical considerations behind the recommendation
• Optional artefacts in the Appendix (e.g. training plan outline, cost-benefit summary), excluded from the word count

Part B: AI Reflection Logs

Reflect critically, in the first person, on how you engaged with AI tools (such as ChatGPT, Claude, Copilot or Gemini) during the assignment, including screenshots of AI-assisted work where relevant.

1. Reflection Question 1: How did you use AI in this assignment? Name the tool(s), the stage and the purpose; if you did not use AI, explain why.
2. Reflection Question 2: What were the benefits and limitations of using AI in this context? Would a senior L&D practitioner trust AI outputs without verification?
3. Reflection Question 3: What does this experience tell you about being an AI-literate L&D professional, and what would you do differently next time?

Part C: General Formatting of The Report

• Organisation (5 marks): meaningful headings and heading levels, tables and figures in APA 7th edition format; do not use question numbers as headings.
• Citations and References (5 marks): APA 7th edition, using credible and original sources (original sources listed in Noe (2023) endnotes and session slides).

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Experts Answer on Above Questions on Training Needs Analysis

Training needs analysis at Immigration and Checkpoint Authority, Singapore

The immigration and checkpoint authority is a Singapore government agency under the ministry of home affairs. It is responsible for administering immigration and national registration services in order to secure Singapore’s land, air and sea borders. It employed more than 6000 officers at the end of 2024 as per the ministry of home affairs home team journal.

Identification of the performance gap

The performance gap identified is in relation to in-house trainers training delivery competence at ICA. As reported by the Singapore Polytechnic National Centre of Excellence for workplace learning, there is a need for structured, independent assessment within ICA to identify and address performance gaps in its trainers’ delivery. The project has clearly stated three performance gaps per trainer through individual skills assessment reports.
With respect to the current performance, there are delivery performance gaps identified by ICA that require structured assessment and improvement. For required performance, trainers should deliver effective workplace learning that allows officers to achieve the required learning outcome. For organisational impact, the learning effectiveness of officers can be reduced from weak training delivery. The evidence of improvement is revealed by improved delivery performance by 40% following the intervention, and there are 132 employees that have benefited from improved training quality.
The issue is clearly evident in trainer competency gaps and reports, and training alone cannot resolve problems caused because of insufficient staffing, outdated systems and inadequate operational resources.

Training needs assessment using Noe framework

The three level framework by Noe examines organisational, task and person needs. With respect to tasks, it is important that ICA trainers must communicate subject content clearly and assess learning and provide constructive feedback. For person analysis, trainers need to be assessed individually through observed training sessions, learner feedback and assessment of their ability to facilitate learning. The results will clearly highlight the trainers that need support and competencies that need further development. For Organisational analysis, the ICA’s security sensitive environment needs effective learning and transfer to operational practice. The proper coordination between the trainer development and organisational performance is evident in the documented project’s use of targeted resources, individual coaching and workplace observations.

Proposed training intervention and evaluation

For the training intervention, a blended training development programme that combines practical workshop and follow up workplace observation is essential. For the workshop, it is proposed to include a training design, facilitation techniques and questioning and feedback activities. The trainers need to deliver a short lesson and receive structured feedback. Individual coaching should be based on assessed competency gaps and the follow up observation of actual training delivery is essential.

Evaluation using KirkPatrick four levels

The evaluation method for the reaction level is to collect trainer’s feedback on the relevance and usefulness of the program, while for the learning level, a comparison of pre and post training assessment of facilitation knowledge and skills is essential. The behaviour level requires observation of training and scores them against a common checklist. Finally the results level needs measurement of learner assessment outcomes, training quality and the transfer of learning to work.

Supporting artefact – trainer competency assessment

The content accuracy competency needs a subject matter review and the success indicator would be correct and complete information. The lesson organisation competency needs review of lesson plan while the facilitation competency needs direct observation. The feedback mechanism should include a review of the practice session while the learning assessment requires a review of learner activities, and its success can be measured using stated learning objectives.

AI reflection log

I used ChatGPT in order to organise the report, summarise Noe’s training needs assessment and structure the Kirkpatrick evaluation. The benefit I get is to organise the report efficiently and connect training methods to the documented performance gaps. The limitation that I have experienced is the actual issues identified are not verifiable and I therefore replaced that with research based verifiable information. I will make sure to use the AI responsibly in future by verifying actual claims against original sources.

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The analysis of ICA’s documented training performance gaps, training needs, workplace learning intervention and evaluation using Noe’s TNA framework above revealed important findings. You can get detailed analysis of the assignment by consulting our HRM experts by visiting the HRM assignment help page. Also access the solved answers from SUSS to evaluate the writing styles and abilities of our experts.

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