| Course | D353 Strategic Training and Development |
|---|---|
| Task | Task 2 |
| Paper type | Training plan |
| Length | About 1,100 words, 3 pages |
| Format | APA 7 |
| School | Western Governors University (WGU) |
| Program | BS Human Resource Management |
| Updated | September 2026 |
Free sample paper for D353 Task 2
Diagnose, Explain, Resolve: A Training Plan With Measurable Objectives, Learning Theory, Delivery Methods and Evaluation Metrics for a Composite Internet Provider's Newest Call Center Hires
Student Name
School of Business, Western Governors University
D353: Strategic Training and Development, Task 2
Course Instructor
Month Day, Year
Diagnose, Explain, Resolve: A Training Plan With Measurable Objectives, Learning Theory, Delivery Methods and Evaluation Metrics for a Composite Internet Provider's Newest Call Center Hires
Purpose of the Plan
The needs assessment at Cascade Connect, a composite regional internet provider, found a 23-point gap in first-contact resolution between new and experienced representatives, 58% against 81%, because they lack structured troubleshooting, customer conversation and knowledge base skills. This plan replaces the current two-week systems course with a four-week program that builds those skills, followed by six weeks of coached calls. It sets objectives, applies learning theory to the design, chooses delivery methods and defines how results will be measured.
Learning Objectives
Each objective states a behavior, the condition under which it is performed and the standard of success, so that it can be measured.
Objective 1: Given a simulated customer call about slow or lost internet service, the trainee will follow the five-step troubleshooting sequence and reach a correct resolution or a correct technician referral in at least 8 of 10 scenarios by the end of week three.
Objective 2: Given a customer with limited technical knowledge, the trainee will explain the cause of a problem and the next steps in plain language, scoring at least 4 of 5 on the clarity item of the call quality rubric in role-plays.
Objective 3: Given a frustrated customer, the trainee will acknowledge the concern, restate the problem and keep the call focused on a solution, scoring at least 4 of 5 on the de-escalation item.
Objective 4: During a live call, the trainee will locate the correct knowledge base article within 60 seconds in 9 of 10 attempts.
Objective 5: Within eight weeks of starting live calls, the trainee will achieve a first-contact resolution rate of at least 72%.
Learning Theories Applied
Adult learning theory holds that adults learn best when they understand why they need to learn something, can draw on their own experience, take responsibility for their learning and work on problems relevant to their lives and jobs (Knowles et al., 2015). The plan applies these principles by opening each module with real recordings of calls that went wrong and asking trainees why, by using trainees' prior experience from retail or technical jobs in group problem-solving, and by building all practice around realistic customer problems rather than lectures on system features.
Behavior modeling, rooted in social learning theory, teaches skills by showing models performing them, then giving learners practice with feedback. A meta-analysis of 117 studies found that behavior modeling training improved learning and job behavior, that effects on skills and behavior held up or grew over time, and that transfer was greatest when training showed both good and poor examples, when practice included scenarios trainees generated themselves and when trainees set goals (Taylor et al., 2005). The customer conversation modules therefore show recordings of both skilled and unskilled calls, and trainees write practice scenarios from calls they have experienced as customers.
Reinforcement theory holds that behavior followed by positive consequences is more likely to recur. Recognition and feedback, not only money, can reinforce desired behavior at work (Luthans & Stajkovic, 1999). During the coached-call phase, team leads will give immediate, specific recognition when trainees follow the troubleshooting sequence or de-escalate well, and weekly team huddles will highlight examples.
Delivery Methods
Week one, classroom and online: short videos and knowledge checks on products, network basics and billing, completed at the trainee's own pace, followed by instructor-led discussion. Self-paced content suits knowledge that varies in how much trainees already know.
Weeks two and three, simulation lab: trainees work through simulated calls in a practice version of the customer system, with an instructor and experienced representatives playing customers. Troubleshooting is practiced with a laminated five-step card until it is automatic, and each scenario ends with feedback.
Week four, side-by-side: trainees listen to experienced representatives on live calls, then take calls themselves with a coach listening and able to assist.
Weeks five through ten, coached calls: trainees take calls independently, with a team lead reviewing two recorded calls a week with each trainee using the quality rubric.
Delivery is designed for access. All videos are captioned, practice systems work with screen readers and trainees may request accommodations.
Training Schedule and Resources
Each cohort will have 12 trainees, one instructor and two experienced representatives serving as practice customers. The simulation lab requires a practice environment of the customer system, which IT will provide. Team leads will have two hours a week protected for coaching during each cohort's coached-call phase, the organizational support the needs assessment identified as essential.
Addressing Different Trainee Needs
The needs assessment found that new hires arrive with different strengths, so the plan does not treat every trainee the same. A short diagnostic in the first two days, with three simulated calls and a network basics quiz, sorts trainees into two practice tracks for the simulation lab. Trainees from retail and service backgrounds spend more lab time on troubleshooting scenarios, while trainees with technical backgrounds spend more on conversations with frustrated or confused customers. Both tracks meet the same objectives and the same standards; only the balance of practice changes. Trainees who meet an objective early move on to harder scenarios rather than waiting for the group, which keeps experienced learners engaged and respects the adult learning principle that people want training to be relevant to what they already know. Any trainee who has not met objectives 1 through 4 by the end of week three receives two extra lab days before moving to live calls, so no one is sent to customers before they are ready.
Evaluation Metrics
Evaluation will cover four levels. Reaction: a short survey after each week asks whether content felt relevant and practice felt realistic. Learning: scores on troubleshooting scenarios and role-plays against objectives 1 through 4. Behavior: quality rubric scores on recorded live calls during weeks five through ten, and the share of calls in which the troubleshooting sequence was followed. Results: first-contact resolution, average call length, repeat calls within seven days and six-month retention of new representatives, compared with the last three cohorts trained under the old program.
Conclusion
The plan turns the needs assessment into training aimed at the skills that determine whether a customer's problem is solved on the first call. Measurable objectives set the standard, adult learning, behavior modeling and reinforcement theory shape how skills are taught and sustained, varied delivery methods move trainees from knowledge to live calls, and evaluation at four levels will show whether the program improves resolution and retention.
References
Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
Luthans, F., & Stajkovic, A. D. (1999). Reinforce for performance: The need to go beyond pay and even rewards. Academy of Management Perspectives, 13(2), 49-57. https://doi.org/10.5465/ame.1999.1899548
Taylor, P. J., Russ-Eft, D. F., & Chan, D. W. L. (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90(4), 692-709. https://doi.org/10.1037/0021-9010.90.4.692
What the D353 Task 2 instructions ask
The second D353 task builds the training plan that answers the needs you found in Task 1. Most versions ask for learning objectives, the learning theories that shape the design, delivery methods, a schedule with resources, a way to address different trainee needs and evaluation metrics. Evaluators look for objectives that can be measured, so each one names an observable behavior, the setting in which it happens and the level that counts as success. Theories should be applied to specific design choices rather than described in a separate section. Delivery methods earn credit when each suits the kind of skill it teaches. The plan should show how it adjusts for trainees who arrive with different strengths. Evaluation metrics need to reach beyond satisfaction to learning, behavior on the job and business results.
How this D353 Task 2 example is built
The plan opens with the gap from Task 1 and states what the new program replaces. Four objectives follow, each written with a behavior, a condition and a standard, such as following a five-step troubleshooting sequence on a simulated call about lost service. The theory section applies adult learning by opening modules with real recordings, behavior modeling through demonstrated calls and reinforcement through coaching feedback. Delivery moves from self-paced content and discussion in week one to a simulation lab and then side-by-side coaching. Resources name the cohort size, practice customers and protected coaching hours. A diagnostic in the first two days sorts trainees into two practice tracks. Evaluation covers four levels, ending with first-contact resolution compared with earlier cohorts.
Where the D353 Task 2 rubric puts the marks
D353 Task 2 aspects earn competent, approaching competence or not evident. An objectives aspect checks that each objective is measurable, with condition and standard stated. The theory aspect rewards learning theories applied to design decisions and cited. Delivery aspects look for methods matched to the skills being taught, with reasons. A schedule and resources aspect asks for timing, staffing and materials in enough detail to run the program. The trainee needs aspect wants the plan adapted for different starting points. An evaluation aspect looks for metrics at several levels, including behavior and results. Evaluators notice when every part of the plan traces back to the needs assessment. Writing and APA citation aspects cover the whole plan, including the training research used to justify choices.
D353 Task 2 help: what sends it back
Training plans most often lose marks on objectives that cannot be measured, such as understand troubleshooting. Rewrite each with an observable behavior, a condition and a standard. Theory sections sometimes describe adult learning at length and never show where it changes the design; point to the module or activity it shapes. Delivery methods can be chosen by habit, so explain why a simulation suits a skill better than a lecture. Plans may ignore trainees who already have some skills, which wastes time and bores them. Evaluation often stops at a satisfaction survey; add job behavior and a business result with a comparison. Resources need numbers, such as trainers and hours. Check that the plan answers every priority from Task 1.
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D353 Task 2 questions, answered
What makes a D353 objective measurable?
A behavior you can observe, the condition under which it happens and a standard of success. The sample's first objective sets a correct resolution on a simulated lost-service call following five troubleshooting steps.
Which theories fit D353 Task 2?
Theories that explain how adults learn and keep skills. The sample applies adult learning, behavior modeling and reinforcement theory, each tied to a specific part of the program.
Is the D353 plan real?
No. The plan is written for the composite provider from Task 1 to show the method. The learning research it cites is real, and your own plan should follow from your own needs assessment.
How does D353 Task 2 handle different trainees?
With a short diagnostic that sorts them into practice tracks. The sample gives trainees from service jobs more technical practice and trainees from technical jobs more customer conversation practice.
Where can I find a free D353 Task 2 sample paper?
The contact center training plan is reproduced above with notes. Send us your needs assessment findings, and your first custom D353 Task 2 plan will be drafted at no cost.