Training Design, Facilitation and Evaluation

According to the Mastery Teaching Model designed by Dr. Madeline Hunter of UCLA, trainers make three decisions: (1) what content will be taught, (2) what the learners will do to learn and demonstrate their learning, and (3) what the trainer will do to create a positive and motivational learning environment.

The number six occurs during each of these decisions.

Within the content decision:


  • There are six basic steps in the design of a lesson plan for a training program:


(1) conduct a needs assessment to determine if training is needed and, if so, what needs to be covered and who needs to be in the target group.

(2) identify the learning goals: what general content will be covered in the program and what benefits of attending the training will accrue to the target group from their perspective.

(3) create the learning objectives, which identify in specific, observable and measurable language: what the participants will learn, what level of learning will be necessary, and how they will demonstrate that they have learned it.

(4) outline the agenda, which involves grouping contiguous learning objectives that share a commonality into discrete modules. The titles of these modules will comprise the training agenda.

(5) select the learning activities, making sure that they will achieve the desired learning levels, provide variety and meet the needs of different learning styles.

(6) plan how to evaluate if learning has occurred during the training. This may involve observing the results of learning activities during the training as well as any quiz at the end of the training session.


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