For information and reference only – not to be submitted as your own work. The organisation is used for illustration, from public information only; it is not a recommendation to, or a study commissioned by, that organisation.
This extract shows how a SUSS HRM233 TMA01 report can be laid out, using a real Singapore listed company as an illustrative case. Read the HRM233 TMA01 July 2026 question first, and the Noe three-level needs assessment guide for the reasoning. A broader overview sits on the existing HRM233 Training and Development sample. The extract is shorter than a full Part A.
Organisational Context
SBS Transit Ltd is a Singapore-listed public transport operator running bus and rail services. At the end of 2025 it employed 9,627 people, of whom 5,459 were Bus Captains; 675 of those (12.4%) were new hires during the year (SBS Transit Ltd, 2026).
The workforce is therefore large, shift-based and frontline-heavy. A steady flow of new Bus Captains means onboarding and safety training reach a significant share of the workforce every year.
Limits of the sources: the annual report gives headcount and incident figures but not turnover, individual training hours or the content of internal driver training. Findings below are therefore indicative and would need internal validation.
Performance Gap
The report records a road accident rate of 0.165 per 100,000 bus-km in 2025, up 0.019 from 2024 (SBS Transit Ltd, 2026). Over the same period workplace injury cases in bus operations fell from 11 to 9, so the deterioration is specific to on-road incidents.
The desired state is a stable or falling accident rate. The gap is a safety performance gap that may be linked to defensive driving behaviour, hazard perception and consistency of practice among a workforce with many recent joiners.
Operational and resourcing causes must be separated. Road congestion, vehicle condition and rostering affect accident exposure, and they cannot be fixed by training. The gap is treated as a training matter only to the extent that it reflects knowledge, skill or habit (Noe, 2023). Strategically, safety underpins licence conditions, public trust and cost.
Needs Assessment Process
Noe (2023) describes organisation, task and person analyses. This report addresses the organisation and person levels, because the public data speaks to strategy and support, while the person level tells us who needs what.
Organisation analysis
Organisation analysis asks whether training is a suitable response, given strategy, resources and support (Noe, 2023). Safety is a clear operating priority. Sign-on bonuses of $20,000 for Bus Captain recruits remained in place in 2025 (SBS Transit Ltd, 2026), which shows how hard recruitment is, so training time competes with rostering needs.
Person analysis
Person analysis identifies who needs training and what they lack: knowledge, skill, motivation or a favourable work environment (Noe, 2023). Because new hires are overrepresented in the workforce profile, they are the first group to examine, then experienced Bus Captains with incident involvement.
| Level (Noe, 2023) | Key question | Data-gathering method (proposed) | Constraint |
|---|---|---|---|
| Organisation | Is training the right response, and is there management support? | Review of annual report, safety targets and public regulator material; interview with a safety manager | Internal targets not public; interviews need access |
| Person | Which Bus Captains lack skill, and why? | Anonymised incident categories by tenure; supervisor observation checklist; short post-incident knowledge check | Privacy, shift patterns, small samples per depot |
A junior practitioner outside the organisation would rely on public sources and request internal data formally. That is a stated constraint, not a weakness, so it belongs in the report.
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Recommended Training Approach
If the person analysis showed skill deficits, a blended programme is proposed: simulator or scenario-based hazard perception practice, short coaching rides with experienced mentors, and a refresher micro-learning module. Noe (2023) supports hands-on practice with feedback where skills must be performed in realistic conditions.
Simulation allows risky scenarios to be rehearsed without road exposure, while coaching supports the on-the-job application that classroom delivery alone rarely achieves.
Transfer of training
Transfer depends on trainee characteristics, design and the work environment (Baldwin & Ford, 1988; Blume et al., 2010). In practice, supervisors should brief Bus Captains before and debrief after the programme, rosters should allow practice time, and managers should recognise safe-driving behaviour.
Evaluation using Kirkpatrick’s four levels
| Level | What is measured | Instrument | Timing |
|---|---|---|---|
| 1 Reaction | Relevance and satisfaction | Short feedback form | End of session |
| 2 Learning | Hazard recognition and knowledge | Scenario-based test, before and after | Start and end of programme |
| 3 Behaviour | Observed defensive driving | Supervisor ride-along checklist | 3 and 6 months |
| 4 Results | Accident rate per 100,000 bus-km | Operational safety data | Annual, against the 2025 baseline |
This follows the four levels described by Kirkpatrick and Kirkpatrick (2016). Level 4 is influenced by traffic and fleet factors, so results should be reported as contribution, not sole cause.
Feasibility
| Factor | Consideration |
|---|---|
| Cost | Simulator access and mentor time are the main costs; costs should be set against accident and downtime costs (no internal figures available publicly). |
| Time | Short modules fitted into rest-day or pre-shift slots to protect service levels. |
| Logistics | Phased by depot; new hires first. |
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About the expert
Hui Yan Lee holds a Master’s in Industrial-Organizational Psychology from the University of Minnesota and currently works as a senior HR consultant for a leading human resources firm. The profile lists organizational behavior, employee motivation, job satisfaction and work-life balance as subjects.
References
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105. https://doi.org/10.1111/j.1744-6570.1988.tb00632.x
Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065–1105. https://doi.org/10.1177/0149206309352880
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation. ATD Press.
Noe, R. A. (2023). Employee training and development (9th ed.). McGraw Hill.
SBS Transit Ltd. (2026). Annual report 2025: Operations review. https://www.sbstransit.com.sg/Uploads/Investor_Relations/Annual_Report/2025/Operations%20Review.pdf
