Study guide
Training Needs Assessment & Curriculum Design
HRPA CHRP Knowledge Exam Ontario
Track your progress as you read
Finished sections get a check mark.
1 Chapter 1: Introduction & Exam Overview
1.1 Current Exam Facts 1.2 How to Use This Guide 1.3 HRPA Designation System & Career Pathways
2 Chapter 2: Strategy
2.1 Strategic Perspective & Environmental Scanning 2.2 Aligning HR Strategy with Organizational Strategy
3 Chapter 3: Professional Practice & HR Ethics
Professional Ethics & HRPA Code of Conduct Evidence-Based HR & Applied Decision-Making Stakeholder Engagement & Strategic Communication Professional Governance & Continuous Competency
4 Chapter 4: Organizational Effectiveness & Design
Organizational Structure, Design & Alignment Change Management & Cultural Transformation Performance Management Systems & Evaluation Organizational Development, Engagement & Work Climate
5 Chapter 5: Workforce Planning & Talent Acquisition
Strategic Workforce Planning & Environmental Scanning Job Analysis, Job Descriptions & Competency Modeling Recruitment Strategies & Candidate Sourcing Candidate Selection, Assessment Methods & Onboarding
6 Chapter 6: Employee & Labour Relations
Employment Standards & Human Rights Legislation Labour Relations Framework & Union Organization Collective Bargaining & Agreement Administration Workplace Investigations, Grievances & Discipline
7 Chapter 7: Total Compensation & Rewards
Direct Compensation, Job Evaluation & Pay Structures Incentive Systems, Pay-for-Performance & Executive Compensation Employee Benefits Administration & Retirement Plans Pay Equity Legislation & Statutory Compliance
8 Chapter 8: Learning & Development
Training Needs Assessment & Curriculum Design Adult Learning Principles & Instructional Delivery Training Evaluation, Transfer of Learning & ROI Career Planning & Succession Management
9 Chapter 9: Health, Safety & Wellness
Occupational Health & Safety Legislation Hazard Identification, Risk Assessment & Incident Control Employee Health, Wellness & EAP Programs Disability Management, Accommodation & Return-to-Work
10 Chapter 10: HR Metrics, Reporting & Financial Management
HR Information Systems (HRIS) Selection & Architecture Essential HR Metrics, Benchmarking & Workforce Analytics Data Privacy, Security & Information Management in HR 10.4 HR Financial Management & Business Acumen
Training Needs Assessment & Curriculum Design
Key Takeaways Explain This Topic AI
Training Needs Assessment (TNA) operates across three interconnected organizational levels: Organizational Analysis, Task/Job Analysis, and Person Analysis.
The ADDIE framework provides a linear, systematic five-phase approach to instructional design, whereas the Successive Approximation Model (SAM) offers an agile, iterative alternative based on rapid prototyping.
Bloom's Revised Taxonomy classifies learning objectives across six cognitive levels ranging from Remembering to Creating, guiding effective instructional alignment and assessment.
Robert Mager's performance-based objective framework requires three essential components: Performance (action verb), Condition (environment/tools), and Criterion (measurable standard of success).
Conducting a rigorous TNA prevents organizations from mistaking operational bottlenecks, structural flaws, or compensation issues for training deficiencies, avoiding costly L&D misallocations.
Last updated: July 2026
Training Needs Assessment & Curriculum Design
Learning and Development (L&D) serves as a strategic driver of organizational performance, workforce agility, and competitive advantage. However, launching corporate training initiatives without systematic diagnosis risks wasting valuable capital, time, and employee effort. A Training Needs Assessment (TNA) is the foundational diagnostic process of identifying performance gaps, determining root causes, and establishing whether instructional interventions represent the appropriate solution.
The Three Levels of Training Needs Assessment (TNA)
According to classic Human Resource Development (HRD) principles established by McGehee and Thayer, a comprehensive TNA must evaluate the enterprise across three interconnected levels: Organizational Analysis , Task (or Job) Analysis , and Person Analysis .
Level of Analysis Primary Focus Key Data Sources Strategic Purpose
Organizational Analysis Strategic goals, resource availability, organizational climate, legislative constraints, and technological readiness. Enterprise business plans, turnover metrics, climate surveys, risk assessments, leadership interviews. Determines where training is needed and if organizational support and resources exist to sustain it.
Task / Job Analysis Knowledge, Skills, Abilities, and Other characteristics (KSAOs) required for successful job performance. Position descriptions, standard operating procedures (SOPs), SME interviews, task frequency/difficulty ratings. Identifies what specific competency content must be taught to achieve job mastery.
Person Analysis Individual employee performance levels, skill deficiencies, and learning readiness. Performance appraisals, skill audits, diagnostic testing, supervisor observations, self-assessments. Pinpoints who needs training and their baseline capability levels.
1. Organizational Analysis
Organizational analysis examines the macro-environment of the enterprise. It evaluates strategic priorities, financial resources, leadership commitment, and workplace culture. A critical objective is confirming organizational readiness: "Do we have the supervisory support, technological infrastructure, and operational bandwidth to sustain this training?" If senior leadership lacks buy-in or if operational workflows prevent employees from applying new skills, training initiatives will fail regardless of instructional quality.
2. Task (Job) Analysis
Task analysis shifts the focus to specific job roles and duties. HR professionals systematically catalog the tasks, duties, and responsibilities associated with a role and decompose them into underlying KSAOs (Knowledge, Skills, Abilities, and Other characteristics). Each task is rated on frequency, importance, and difficulty. Tasks rated high in importance and difficulty form the core building blocks of the training curriculum.
3. Person Analysis
Person analysis investigates individual employees to determine who requires instruction and what specific skill gaps exist. It guards against blanket, enterprise-wide training mandates for workers who have already achieved proficiency. Crucially, person analysis evaluates trainee readiness , which encompasses prerequisite cognitive skills, literacy, self-efficacy, and intrinsic motivation.
Instructional Systems Design (ISD) Frameworks
Once a genuine training need is validated, instructional designers utilize structured frameworks to architect and deploy learning solutions. The two most prominent models in corporate L&D are ADDIE and SAM .
The ADDIE Model
ADDIE is the classic, linear Instructional Systems Design (ISD) framework comprising five sequential phases:
Analysis: Synthesizing TNA data to define target audience profiles, entry competencies, instructional goals, delivery constraints, and budget allocations.
Design: Writing measurable learning objectives, structuring course outlines, selecting media modalities, designing assessment instruments, and sequencing lesson plans.
Development: Authoring course content, generating facilitator guides, creating participant workbooks, building e-learning modules, and assembling media assets.
Implementation: Rolling out the program via Instructor-Led Training (ILT), Virtual ILT (VILT), or Learning Management Systems (LMS), managing logistics, and facilitating instruction.
Evaluation: Conducting formative evaluations during content creation and summative evaluations post-implementation to measure learning transfer and program effectiveness.
The Successive Approximation Model (SAM)
To overcome ADDIE's rigidity and slow time-to-market, Michael Allen developed SAM , an agile, iterative alternative centered on rapid prototyping:
Preparation Phase: Conducting background research and holding a collaborative "Savvy Start" brainstorming workshop with key stakeholders and subject matter experts.
Iterative Design Phase: Designing, prototyping, and reviewing functional course drafts rapidly, gathering continuous feedback rather than producing static documentation upfront.
Iterative Development Phase: Developing, evaluating, and refining courseware through cyclical sprints until the final product is validated for deployment.
- Feature ADDIE Framework SAM Framework
- Workflow Architecture Linear, sequential, phased Agile, cyclical, iterative
- Design Flexibility Low; mid-project revisions are costly High; continuous refinement via functional prototypes
- Speed to Deployment Slower; requires exhaustive documentation upfront Faster; releases functional early drafts
Best Suited For Highly regulated, static compliance programs Rapidly evolving technology, sales, or product training
Establishing Learning Objectives: Bloom's Taxonomy
Effective curricula rely on precise learning objectives that define what trainees must know or demonstrate upon course completion. HR leaders utilize Bloom's Revised Taxonomy to categorize cognitive depth across six hierarchical levels:
Remembering: Recalling facts, terms, and basic concepts ( e.g., Define the statutory provisions of provincial employment standards ).
Understanding: Demonstrating comprehension by explaining, summarizing, or classifying concepts ( e.g., Explain the functional differences between coaching and mentoring ).
Applying: Utilizing knowledge in concrete situations ( e.g., Calculate ROI using financial formulas during business case reviews ).
Analyzing: Breaking complex information into component parts to identify causes, patterns, or relationships ( e.g., Audit quarterly turnover data to isolate root causes of attrition ).
Evaluating: Making judgments and defending decisions based on criteria and standards ( e.g., Assess competing vendor training proposals against strategic organizational needs ).
Creating: Synthesizing disparate elements into a novel, coherent structure ( e.g., Formulate a comprehensive enterprise succession management strategy ).
Mager's Three-Part Learning Objective Framework
Instructional designer Robert Mager established that operational performance objectives must contain three explicit elements:
Performance (Action Verb): Clear statement of what the learner will perform, using measurable action verbs ( e.g., "conduct a grievance intake interview" rather than vague terms like "know" or "understand" ).
Condition: The specific workplace context, tools, equipment, or constraints under which the performance occurs ( e.g., "Given a standardized HRIS dashboard and employee case file..." ).
Criterion: The objective standard of acceptable performance ( e.g., "...identify all potential compliance violations with 95% accuracy within 20 minutes" ).