Strategy and Needs Analysis
How effectively you connect organisational priorities, performance evidence and future capability needs with focused learning decisions and investment.
INDENTRA Learning and Development Academy
Learning and Development Skills Assessment
Assess your learning and development capability across seven connected competency domains, identify strengths and development priorities, and translate the results into a focused learning pathway.
A structured capability diagnostic
Understand how your learning and development capability is distributed across strategy, design, materials, assessment, facilitation, digital learning, accessibility and responsible AI.
The assessment uses 35 applied self-rating statements across the Learning and Development Academy capability system—from needs analysis and instructional design to materials, assessment, facilitation, digital learning, accessibility, learning technology and responsible AI.
- 35 statements grouped into seven practical learning and development competency domains.
- Five-point behaviour-based self-rating scale focused on applied capability.
- Overall profile, category scores and a visual radar chart.
- Text interpretation identifying strengths, priority gaps and relevant Learning and Development Academy pathways.
Seven competency domains
Assess the connected capabilities required to diagnose needs, design effective learning and translate development into workplace performance.
The profile follows the current Learning and Development Academy capability system, combining learning strategy, needs analysis, instructional design, curriculum architecture, materials development, assessment, evaluation, facilitation, digital learning, technology, accessibility and responsible AI.
Instructional Design and Curriculum
Your ability to convert capability needs into measurable outcomes, coherent pathways, structured learning journeys and production-ready designs.
Materials and Performance Support
How effectively you develop professional learning assets that support clear explanation, active practice, consistent delivery and workplace application.
Assessment, Evaluation and Transfer
Your capability to assess learning validly, evaluate contribution and strengthen the transfer of capability into workplace behaviour and performance.
Facilitation and Trainer Capability
How effectively you facilitate learning, manage participation, adapt to learner needs and create conditions for practice, feedback and application.
Digital Learning and Accessibility
How effectively you design and govern self-paced, virtual and blended learning using appropriate platforms, interoperability standards and accessibility practices.
AI and Quality Assurance
How effectively you use generative AI to improve learning analysis, design and production while retaining source control, human judgement, accessibility and quality.
Your assessment
Learning Strategy, Needs Analysis and Capability Diagnosis
Rate what you can currently do in practice—not what you know in theory or expect to learn.
Competency 1 of 7
Learning Strategy, Needs Analysis and Capability Diagnosis
How effectively you connect organisational priorities, performance evidence and future capability needs with focused learning decisions and investment.
1. I can translate organisational strategy, workforce priorities and performance evidence into clear capability questions and learning priorities.
2. I can distinguish genuine learning needs from performance problems caused by process, incentives, role clarity, resources, technology or management conditions.
3. I can conduct learning-needs analysis across organisation, role, team and individual levels using appropriate qualitative and quantitative evidence.
4. I can prioritise learning interventions using strategic importance, urgency, value, feasibility, risk, audience and resource constraints rather than stakeholder demand alone.
5. I can convert needs-analysis findings into a coherent L&D strategy, portfolio, roadmap, governance approach and measures of contribution.
Please answer all five statements in this competency before continuing.
Competency 2 of 7
Instructional Design, Learning Experience and Curriculum Architecture
Your ability to convert capability needs into measurable outcomes, coherent pathways, structured learning journeys and production-ready designs.
6. I can analyse learner roles, prior knowledge, motivation, context, constraints and required performance before deciding what content to teach.
7. I can write measurable learning outcomes that describe what participants should be able to do and the evidence that would demonstrate achievement.
8. I can select and sequence explanation, demonstration, practice, feedback and application according to learning purpose and cognitive demand.
9. I can structure curricula, pathways, modules and lessons so prerequisites, progression, overlap, reusable content and assessment alignment are visible.
10. I can create storyboards or design specifications that make content, activities, media, facilitator support and assessment requirements clear enough for reliable production.
Please answer all five statements in this competency before continuing.
Competency 3 of 7
Training Materials, Facilitator Resources and Performance Support
How effectively you develop professional learning assets that support clear explanation, active practice, consistent delivery and workplace application.
11. I can convert an approved learning design into professional slides, lesson content, activities, cases, exercises and visual aids without allowing presentation format to drive the learning.
12. I can create facilitator guides with sufficient preparation, timing, activity, transition, debrief and contingency guidance to support consistent delivery.
13. I can design participant workbooks that support thinking, practice, reflection and reference rather than simply reproducing presentation slides.
14. I can decide when a checklist, job aid, decision guide or other performance-support tool is more useful than additional training.
15. I can apply naming, source control, version control, review and approval standards so learning assets remain consistent, maintainable and reusable.
Please answer all five statements in this competency before continuing.
Competency 4 of 7
Assessment Design, Learning Evaluation and Workplace Transfer
Your capability to assess learning validly, evaluate contribution and strengthen the transfer of capability into workplace behaviour and performance.
16. I can design assessment tasks that align with stated learning outcomes and gather evidence at the appropriate level of knowledge, skill or judgement.
17. I can write assessment questions, scenarios, rubrics or performance criteria that are clear, fair and sufficiently discriminating for the intended purpose.
18. I can distinguish learner reaction, learning achievement, workplace application and organisational contribution and select evidence appropriate to each.
19. I can define evaluation questions, indicators, baselines or comparison logic before delivery rather than relying only on post-course satisfaction data.
20. I can design transfer mechanisms such as workplace assignments, manager reinforcement, coaching, job aids and follow-up review so learning is more likely to change practice.
Please answer all five statements in this competency before continuing.
Competency 5 of 7
Train-the-Trainer, Facilitation and Learner Engagement
How effectively you facilitate learning, manage participation, adapt to learner needs and create conditions for practice, feedback and application.
21. I can prepare a learning session by clarifying outcomes, audience, timing, activities, materials, technology, risks and facilitation choices before delivery begins.
22. I can explain concepts clearly, use examples and questioning purposefully, and check understanding rather than assuming presentation equals learning.
23. I can facilitate discussion and practice so participation is balanced, psychologically safe and connected with the stated learning outcomes.
24. I can give useful feedback, manage difficult questions or behaviour and adapt pacing or method without losing the purpose and structure of the session.
25. I can review my own facilitation using learner evidence, observation, feedback and reflection and translate findings into specific improvement actions.
Please answer all five statements in this competency before continuing.
Competency 6 of 7
Digital Learning, Learning Technology and Accessible Design
How effectively you design and govern self-paced, virtual and blended learning using appropriate platforms, interoperability standards and accessibility practices.
26. I can choose between classroom, virtual, self-paced and blended approaches according to learning need, audience, interaction, practice, support and operating constraints.
27. I can design digital learning with appropriate pacing, navigation, interaction, media, feedback and learner support rather than converting classroom slides directly into e-learning.
28. I can work with LMS and learning-technology requirements and understand how standards such as SCORM, xAPI, LTI or QTI affect portability, tracking and integration.
29. I can design learning materials, activities, media and assessments using inclusive and accessible practices rather than treating accessibility as a final compliance check.
30. I can evaluate learning technology using usability, accessibility, security, governance, interoperability, analytics, support and total operating value rather than feature count alone.
Please answer all five statements in this competency before continuing.
Competency 7 of 7
AI-Powered Learning Design, Content Development and Quality Assurance
How effectively you use generative AI to improve learning analysis, design and production while retaining source control, human judgement, accessibility and quality.
31. I can identify learning-design and content-development tasks where generative AI can create useful productivity or quality gains without weakening professional judgement.
32. I can structure AI prompts and workflows around clear objectives, source material, constraints, learner context, required evidence and review criteria.
33. I can verify AI-generated learning content for factual accuracy, source integrity, instructional alignment, bias, accessibility and suitability for the intended audience.
34. I can protect confidential, proprietary and personal information and apply appropriate governance when AI tools are used in learning workflows.
35. I can define human review, approval, version control and accountability so AI-assisted learning outputs remain controlled, explainable and professionally defensible.
Please answer all five statements in this competency before continuing.
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Overall self-assessed profile
Your learning and development profile
Assessment result
Capability profile
See how your capability is distributed across the seven domains.
The radar chart makes balance visible. A strong overall result with one or two lower domains may indicate a focused development need rather than a general learning and development capability gap.
Development priorities