Learning needs analysis

Identifying learning and development (L&D) needs starts with knowing the organisation’s current and future capability needs, and then assessing existing levels of skills, attitudes and knowledge. This assessment can use formal and informal methods. Such an analysis will allow decisions about what learning is needed at individual, team or organisational level. These gaps should be interpreted and prioritised within the wider organisational strategy. Our Profession Map highlights the need to define current and future capability needs of the organisation.

Implementing an ongoing learning needs analysis (LNA) is different to a training needs analysis (TNA). An LNA may be seen as a current or future health check on the skills, talent and capabilities of the organisation (or part of the organisation) and is carried out with multiple stakeholders. It’s based on the ongoing systematic gathering of data and insights about employees’ capabilities and organisational demands for skills, alongside an analysis of the implications of new and changed roles for changes in capability. A TNA is a one-off isolated event looking at the needs for a specific training activity.

The LNA process needs to flow from business strategy. Its aim is to produce a plan to make sure there is sufficient capability to sustain current and future business performance. It’s also vital to consider statutory and compliance requirements. Our 2023 Learning at Work report offers an opportunity to benchmark the workplace skills gaps in organisations.

Links with learning and development strategy

Creating an effective learning and development strategy is critical to ensure the L&D approach aligns with business needs.

A clear analysis of L&D needs that informs such a strategy is important because:

• Organisational performance depends on having the right people in the right place with the right skills at the right time.
• Providing relevant learning opportunities can build organisational effectiveness as well as enabling staff to achieve personal and career goals which can increase employee engagement.
• Having a clear idea of the performance standards expected provides a foundation for L&D professionals to evaluate effectiveness and demonstrate the impact and transfer of learning.
• Well-planned learning can be an effective retention strategy, particularly when linked into talent strategies.

It’s important that, whatever the performance gap identified and learning needs agreed, the organisation considers all the appropriate ways to meet that need, rather than defaulting to ‘a course’.

Gathering data on learning needs

After planning the frequency, extent and nature of the analysis, the next stage is to decide how the information can be collected. Potential methods include:

• Organisational data and intelligence – ‘mining’ the existing data that’s collated in the organisation is a great start point.
• Formal interviews and/or focus groups with stakeholders - these will often be primary sources of information on plans, work organisation and changes.
• Informal conversations with stakeholders – ‘coffee chats’ are a good source of finding out what is needed.
• Team meetings - attending team meetings across the organisation can give insights on performance needs.
• Observations – engaging with the learners’ current ‘real world’.
• Questionnaire-based or other surveys of managers, employees and their representatives. However it’s vital that time is spent considering the questions that are asked, the likely response and what is done with the responses.
• Existing data - for example from management information systems or virtual learning environments/learning management systems.
• Information and analysis from competency frameworks.
• Performance management data.
• Documentation – for example organisation wide business plans, objectives and work standards, job descriptions and person specifications. This tends to be desk based and will support other methods.
• Using AI - for example for deeper data mining, supporting skills research and creating competence profiles.

A mix of these methods at the same time will give better results.

Much of the data will be sensitive, particularly where individuals’ knowledge and skills gaps are exposed, so confidentiality must be respected. In addition, there are times when major change is planned that senior management wish to keep confidential. In these situations, L&D professionals may need to build relationships and work with managers to show how L&D can contribute to the success of an initiative.

L&D professionals may wish to take advantage of analytic approaches using 'big data' which can provide more insight. 

Using the learning needs analysis results

Collating the information from the needs analysis will allow a number of outputs that can happen concurrently:

• A report of overall learning needs for the organisation or department - to form the basis of an L&D strategy or input to business planning processes.
• Prioritising the identified performance gaps - that is, where the gaps are most critical. Concentrating on results required for the learning outcomes is important.
• Learning and development plans - Once priorities and budgets are identified, the L&D team will be able to set plans for learning solutions, prioritising appropriate ways to meet the needs identified. Line managers will also have a clear idea of where they need to coach or develop skills in their teams.
• Personal development plans - Aligned with the resources available.
• Identify potential solutions - for instance is a formal intervention needed or not? 

LNA outputs from the next step in the learning cycle. See more on our Methods of delivering learning interventions factsheet.

The formal process of LNA may seem best suited to larger organisations where dedicated L&D teams exist to deliver learning. However, identifying performance gaps which align learning provision with strategy and the delivery of business results applies to smaller organisations too. In such organisations, where people often fulfil multiple roles, it’s useful to focus on:

• Consulting with business leaders on how any skills gaps are identified and addressed.
• Fully assessing the costs and benefits.
• Exploring sources of funding/resourcing and government support available.

Books and reports

Armstrong, M. (2021) Armstrong’s handbook of learning and development: a guide to the theory and practice of L&D. London: Kogan Page.

Beevers, K., Rea, A. and Hayden, D. (2019) Learning and development practice in the workplace. 4th ed. London: CIPD and Kogan Page.

Lancaster, A. (2019) Driving performance through learning. London: Kogan Page.

Nicholl, S. (2023) Learning Habits. London: Kogan Page. 

Parry-Slater, M. (2024) The learning and development handbook: a learning practitioner's toolkit. 2nd ed. London: Kogan Page.

Perkins, G. and Robinson, S. (in press) Strategic learning and development practice: design, implement and evaluate L&D in the workplace. London: Kogan Page.

Silvingham, N. (2022) Learning at Speed: how to upskill and reskill your workforce at pace to drive business performance. London: Kogan Page.

Visit the CIPD and Kogan Page Bookshop to see all our priced publications currently in print.

Journal articles

Johnson, B. (2017) Learning needs analyses often feature too little analysis. People Management (online). 8 April.

Murphy, N. (2015) Reliable TNA in seven steps. Training Journal. January, pp29-32.

Newbauer, K. (2023) A needs assessment is not a needs analysis: there are two different steps to take before determining a learning solution. TD: Talent Development. Vol 77, No 10, October, pp20-22. 

Shipley, F. and Golden, P. (2013) How to analyze and address your organization's learning needs. T+D. Vol 67, No 3, March, p29-31.

CIPD members can use our online journals to find articles from over 300 journal titles relevant to HR.

Members and People Management subscribers can see articles on the People Management website.

This factsheet was last updated by David Hayden: Owner of Talent Delivers and former CIPD Digital Learning Portfolio Manager

David works across a range of people practice fields and is an author of three L&D focused books.