Strategic Training and Development is about growing talent: finding the skills an organization needs, designing programs that build them and proving they worked.
It is a 3 competency unit course in term 6 of WGU's B.S. Human Resource Management standard path, after the core HR courses on law, talent acquisition and rewards.
The difficulty is the word "strategic". Training that is well designed but not linked to business goals, or never evaluated, will not meet the competencies.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course | D353 Strategic Training and Development |
| Level | Undergraduate, 3 competency units |
| Program | B.S. Human Resource Management (term 6) |
| Subject area | Learning and development, talent management |
| Typical work | Needs analyses, training plans, evaluation designs |
What D353 Covers
WGU describes the course as developing human capital by applying learning theories and practices. Its three competencies are:
| Competency (summarized) | What it involves |
|---|---|
| Analyze training and development needs and solutions | Organizational, task and individual needs; choosing training or non-training fixes |
| Apply best practices to develop programs and measure effectiveness, using technology where appropriate | Design models, delivery methods, e-learning, evaluation |
| Describe the development and impact of talent management programs | Succession planning, leadership development, career paths |
Key Concepts Explained
Needs Analysis at Three Levels
Organizational analysis asks where training supports strategy. Task analysis identifies the knowledge and skills a job needs. Person analysis finds who lacks them. Sometimes the answer is not training at all, for example when the problem is a broken process.
ADDIE
Analysis, Design, Development, Implementation and Evaluation is a widely used framework for building training. Evaluation should be planned at the design stage, not added later.
Kirkpatrick's Four Levels of Evaluation
Level 1 measures reaction, level 2 learning, level 3 behavior on the job and level 4 results for the organization.
Example: A call center trains agents in complaint handling. Level 1: a post-session survey. Level 2: a role-play assessment. Level 3: supervisors score recorded calls after 60 days. Level 4: the complaint escalation rate and customer satisfaction scores over the next quarter. Only levels 3 and 4 show whether the training was worth its cost.
Typical Assignments and How to Approach Them
| Task type | What it tests | How to approach it |
|---|---|---|
| Needs analysis | Diagnosing the real gap | Use evidence (performance data, interviews) at all three levels |
| Training plan | Design best practice | Set objectives, choose methods and justify technology use |
| Evaluation design | Measuring effectiveness | Plan measures at several Kirkpatrick levels |
| Talent management discussion | Longer-term development | Link programs to succession and retention |
How Adults Learn
The course applies learning theory, and adult learning principles are the most practical. Adults learn best when training is relevant to their work, builds on their experience, lets them practice and gives quick feedback.
In a plan, show this through realistic scenarios, practice with feedback, and support after training, such as job aids or coaching. Transfer of learning to the job is where many programs fail, so explain how managers will reinforce new skills.
Choosing Delivery Methods
The development competency asks you to apply best practices, including technology where appropriate. Matching the method to the objective is the key decision.
| Method | Strengths | Best for |
|---|---|---|
| Instructor-led classroom | Interaction, immediate feedback | Complex interpersonal skills |
| E-learning modules | Scalable, self-paced, consistent | Knowledge and compliance topics |
| Virtual live sessions | Reaches remote staff with interaction | Distributed teams |
| On-the-job training | Learning in real context | Practical, task-based skills |
| Coaching and mentoring | Personalized, long-term growth | Leadership and career development |
Blended approaches often work best, for example e-learning for knowledge followed by a workshop for practice. Justify the mix by cost, reach and the type of skill being built.
Where Students Get Stuck
- Skipping the needs analysis. Jumping to a course design without evidence weakens the whole plan.
- Vague objectives. Write measurable objectives: who will do what, to what standard.
- Level 1 only evaluation. Satisfaction surveys do not show results.
- Ignoring talent management. It is a full competency.
Study Tips for D353
- Practice turning a business problem into a training objective.
- Keep a table of delivery methods with pros, cons and best uses.
- Use the same example organization across all three competencies.
- Link back to Talent Acquisition for how development supports retention.
How We Help with D353
Send the task, scenario, rubric and any feedback. An HR writer prepares a model training plan or needs analysis, explains design and evaluation choices, or reviews your draft. Our human resources assignment help guide describes our wider HR support.
GradeEssays is independent of Western Governors University. Our work is a study aid; you write and submit your own work under WGU's academic integrity rules. Every order is written from scratch, plagiarism-checked and covered by free revisions within the scope of your original request.
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Frequently Asked Questions
WGU's standard path places Strategic Training and Development in term 6 of the B.S. Human Resource Management.
WGU lists it at 3 competency units.
Needs analysis at three levels, ADDIE for design, and Kirkpatrick's four levels for evaluation are widely used.
One competency includes the use of technology where appropriate when developing programs.
Programs that develop and keep key people, such as succession planning and leadership development.
No. We prepare custom plans and feedback so you can write your own.