Purpose

This assessment develops students’ ability to apply training and development theory to a practical organisational context while working effectively in a small team. Students will undertake a simulated Training Needs Assessment to identify, analyse, and respond to a skills or performance gap within an organisation.

The task is designed to build core professional capabilities, including analytical reasoning, evidence-based decision-making, professional business writing, oral communication, and collaborative work practices.

Description

In a group of two (2), students will assume the role of HR Training and Development Consultants engaged to investigate a perceived training or development issue within a selected organisation. The task requires groups to design and justify an appropriate Training Needs Assessment approach, analyse the results, and develop a targeted training or development recommendation aligned with organisational needs.

Students must apply relevant training and development concepts, frameworks, and contemporary academic literature to:

• identify and clearly define the nature of the training or development gap
• justify the selection of needs assessment methods
• analyse and interpret the findings of the needs assessment
• recommend a suitable training or development intervention, including its scope, target audience, and expected outcomes

The assessment outputs are a professional business report and a recorded PowerPoint presentation prepared for a senior management audience.

This assessment consists of the following components:

• Training Needs Assessment Report (group submission, approximately 1600 words)
• PowerPoint presentation recording, communicating the report findings (group submission, approximately 8 minutes total)
• Self-evaluation and contribution analysis (individual submission using the prescribed template)

Groups must register via Moodle by Week 4, Monday, 30 March 2026, 11.45 pm AEST.

The Training Needs Assessment Report, PowerPoint presentation recording, and individual self-evaluation are due by Week 6, Monday, 13 April 2026, 11.45 pm AEST.

Detailed instructions, templates, and submission requirements are provided on Moodle and must be reviewed prior to commencing the assessment.

Late submission penalties apply in accordance with University policy.

Assessment 1 – Marking Criteria: Group Report and Presentation 
Your assessment will be evaluated based on the extent to which it meets the following criteria. Marks are awarded across both the written report and the recorded PowerPoint presentation, where relevant.

Group Registration and Compliance (5%)

• Group registration completed correctly and submitted via Moodle by the required deadline.

Knowledge and Application of Training Needs Assessment (20%)

• Demonstrated understanding of Training Needs Assessment concepts, processes, and frameworks.
  Effective application of needs assessment theory to the selected organisational context.
  Evidence of critical analysis in identifying and explaining the training or development gap.

Critical Engagement with Academic Literature (20%)

• Critical review and integration of relevant academic literature related to Training Needs Assessment and training and development interventions.
  Literature is used to support analysis, justification of methods, and recommendations rather than described in isolation.

Use of Academic Sources (10%)

• Appropriate selection and accurate use of recent, relevant peer-reviewed academic sources.
  A minimum of six (6) scholarly references is required to achieve a pass for this criterion.
  Sources are integrated effectively into both the report and presentation.

Referencing (5%)

• Correct and consistent use of the CQU APA 7 referencing style for in-text citations and reference lists.
  Appropriate referencing is demonstrated in both the written report and the PowerPoint presentation.

Written Report Presentation (5%)

• Clear and logical structure consistent with a professional business report format.
  Clarity of expression and appropriate academic language.
  Correct grammar, punctuation, and Australian English spelling.

PowerPoint Presentation Quality (10%)

• Professional slide design and clear structure (introduction, body, conclusion).
  Key content from the report is communicated effectively and appropriately for a senior management audience.
  Slides support spoken content without excessive text.

Personal Presentation Skills (20%)

• Professional delivery suitable for a senior management audience.
  Clear verbal communication, appropriate pacing, and engagement.
  Effective speaker transitions and coordination between group members.

Group Work and Contribution (5%)

• Evidence of effective collaboration.
  Completion and submission of the individual self-evaluation and contribution analysis.

Purpose

This assessment develops students’ capability to design and deliver effective training in an applied workplace context. Students will demonstrate their understanding of training delivery principles by designing a structured training session and delivering a short, skills-based training video suitable for an online environment.

The task builds professional competencies in instructional design, communication, training delivery, and the practical application of training and development theory.

Description

This is an individual assessment. Students are required to design and deliver a short training session focused on teaching a specific skill that aligns with effective training delivery principles.

Students must first design a structured training session using the prescribed Session Plan Template, clearly defining the training objectives, target audience, session structure, delivery methods, and required resources. The session plan must demonstrate alignment with sound learning and training principles.

Students will then record a 7–10 minute training video in which they deliver the training session. The video should include a clear introduction, a structured and engaging demonstration of the skill, and a concise conclusion that reinforces key learning points. The training must be delivered professionally and be appropriate for an online training context.

The assessment consists of the following components:

• Training video demonstrating the delivery of a skills-based training session (7–10 minutes)
• Session plan completed using the prescribed template, including references
• YouTube link to the training video (uploaded as “Unlisted”)

The training video must be uploaded to YouTube prior to submission, and the link included in the submitted document.

This assessment is due Week 9, Monday, 11 May 2026, 11.45 pm AEST.

Detailed instructions, templates, and submission requirements are provided on Moodle and must be reviewed prior to commencing the assessment.

Late submission penalties apply in accordance with University policy.

Assessment 2 – Assessment Criteria

Your submission will be assessed against the following criteria. The assessment is marked out of 100, with the final mark converted to 40% in accordance with the unit weighting.

Training Content (20%)

• Effectiveness of the training content in meeting the stated training purpose and learning objectives.
• Clarity, relevance, and appropriateness of the skill taught.

Training Delivery (20%)

• Appropriate use of training delivery concepts and techniques in relation to the content, audience, and context.
• Evidence of engagement, clarity, pacing, and effective communication.
• Creativity and innovation in delivery where appropriate.

Session Plan Quality (15%)

• Professional presentation and logical structure of the session plan.
• Inclusion of key elements such as objectives, audience, content flow, delivery methods, and resources.

Structure and Organisation (15%)

• Clear alignment between the session plan and the training video.
• Logical sequencing of content and consistency between planned and delivered training.

Presentation and Professionalism (20%)

• Professional standard of delivery, including clarity of speech, engagement, time management, and overall presentation quality.
• Appropriateness of tone and delivery for a workplace training audience.

Referencing and Use of Sources (10%)

• Appropriate use of academic and credible sources to support training design and delivery.
• Correct and consistent use of APA 7 referencing style.

Purpose

This assessment develops students’ ability to analyse, design, and justify training and development interventions in a contemporary organisational context. Students will apply training and development theory to a practical workplace problem and communicate their recommendations through a professional business report prepared for a senior executive audience.

The task builds advanced skills in critical analysis, evidence-based decision-making, professional report writing, and the integration of theory with real-world organisational practice.

Description

This is an individual assessment. Students will assume the role of a Training and Development Specialist who has been asked to design and justify a structured induction program for a specific role within an organisation.

Students must select a real organisation and identify a specific role (or newly created position). The report should be written as a professional business document rather than a generic academic essay.

The assessment requires students to:

• establish a clear business case for a structured induction program, supported by academic literature
• analyse the challenges faced by new employees in the selected role, particularly during their first 90 days
• design a structured induction program that supports early performance, engagement, and organisational integration
• justify all design decisions using relevant training and development concepts, principles, and theories

Students will present a snapshot of their proposed solution as an Induction Program Overview and Implementation Plan covering the first 90 days of employment, included as Appendix A. The body of the report must clearly explain and justify the program design, explicitly linking theory to practice and to the organisational issues identified.

This assessment is submitted as a 2500-word business report (±10%) and is due Exam/Review Week, Monday, 8 June 2026, 11.45 pm AEST.

Detailed instructions, templates, and submission requirements are provided on Moodle and must be reviewed prior to commencing the assessment.

Late submission penalties apply in accordance with University policy.

Assessment 3 – Assessment Criteria 

Your submission will be assessed against the following criteria. The assessment is marked out of 100, with the final mark converted to 45% in accordance with the unit weighting.

Critical Analysis of Induction and HRM Issues (35%)

• Depth of analysis and quality of argument related to induction and onboarding.
• Effective integration of academic literature to support analysis and recommendations.

Induction Program Design and Rationale (20%)

• Development of a structured induction program and implementation plan.
• Clear, evidence-based rationale for design decisions using training and development principles.

Use of Organisational Examples (10%)

• Appropriate use of real organisational context and examples to support analysis and recommendations.
• Clear connection between organisational context, identified issues, and proposed solutions.

Report Structure and Argument (10%)

• Logical organisation, clarity of argument, and inclusion of all required report sections.
• Coherent flow and clear alignment between analysis, design, and recommendations.
• Applies academic theories and concepts to support justification of design and implementation plan.

Use of Academic Sources and Referencing (15%)

• Quality, relevance, and integration of academic sources.
• Correct and consistent use of APA 7 referencing style.

Professionalism of Business Report (10%)

• Adherence to professional business report conventions.
• Clarity of expression, appropriate business tone, and correct grammar, spelling, and punctuation.

A minimum of ten (10) recent academic sources is required to achieve a passing grade. The report must follow the prescribed business report template provided on Moodle.