Converts one of your classroom lesson plans into a corporate training module formatted for an instructional design or L&D portfolio. Use it when you want to show hiring managers that your teaching skills transfer directly to workplace training without pretending you already have corporate experience.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·TARGET ROLE ·TARGET INDUSTRY OR COMPANY TYPE ·LESSON PLAN SUMMARY ·WORKPLACE SKILL OR CONCEPT ·ADULT LEARNER AUDIENCE
## Context
You are helping [YOUR NAME], a former [GRADE LEVEL AND SUBJECT] teacher, adapt a classroom lesson plan into a corporate training module for an instructional design portfolio. The target role is [TARGET ROLE] at companies like [TARGET INDUSTRY OR COMPANY TYPE]. The audience for this portfolio piece is an L&D hiring manager reviewing work samples. The module should demonstrate adult learning principles, not the K-12 teaching style of the original lesson.
## Task
Using the lesson plan details below, produce a corporate training module outline with these sections:
Original lesson plan summary:
[LESSON PLAN SUMMARY]
Workplace skill or concept this maps to:
[WORKPLACE SKILL OR CONCEPT]
Adult learner audience for the portfolio sample:
[ADULT LEARNER AUDIENCE]
Produced sections:
1. Module title and one-sentence description.
2. Learning objectives: two to four, written in Bloom's Taxonomy action-verb format for adult learners.
3. Estimated completion time.
4. Delivery format (e.g., instructor-led, self-paced e-learning, blended).
5. Module outline: three to five sections with a brief description of each.
6. One sample activity or scenario drawn from the lesson concept, adapted for a workplace context.
7. Knowledge check: one to two questions that assess the learning objectives.
8. A brief designer's note (two to three sentences) explaining how this module addresses adult learning principles.
## Standards
- Write for an adult professional audience, not students. Remove any K-12 framing, grade-level language, or student-facing tone.
- Do not invent workplace experience, company clients, or industry expertise the person does not have. The module is a portfolio translation, not a fabricated work history.
- Do not claim the module was built for or used by a real company unless [YOUR NAME] specifies one.
- Learning objectives must reflect what appears in [LESSON PLAN SUMMARY] and [WORKPLACE SKILL OR CONCEPT]. Do not add objectives for skills not present in those inputs.
- The designer's note must reference adult learning principles (self-direction, prior experience, relevance, problem-centered) only to the degree the module actually reflects them.
- If [LESSON PLAN SUMMARY] or [WORKPLACE SKILL OR CONCEPT] is missing or too vague to work with, ask before drafting.
BEFORE YOU RUN IT
- A summary or copy of the actual lesson plan you are translating (topic, objectives, activities, assessment)
- The workplace skill or concept the lesson maps to (e.g., a biology lab on hypothesis testing maps to data-driven decision-making)
- A description of the adult learner audience you are designing for in the portfolio piece (e.g., new managers, customer-service reps, healthcare staff)
- The target role and industry you are applying to, so the framing matches hiring manager expectations
- Strip any student names, grades, or identifying information from classroom materials before pasting (FERPA); keep student data out of AI tools that are not approved for it
- Confirm you are translating your own lesson, not content authored by a colleague or curriculum publisher without permission
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm no company name, client, or real employer is credited unless you specified one and it is accurate
- Check that learning objectives only reflect content from your actual lesson plan, not skills the AI invented
- Verify the module does not claim you delivered this training in a corporate setting if you did not
- Read the designer's note: confirm every adult learning principle mentioned is actually demonstrated somewhere in the module outline
- Check that no student names, student performance data, or classroom-identifying details appear anywhere in the output
- Confirm the delivery format and time estimate are plausible for the content described, not inflated
Sample output
Sample output. Generated by AI from sample inputs:
**Module Title:** Structured Argumentation: Building Evidence-Based Recommendations
**Description:** Participants learn to construct clear, evidence-supported recommendations using a three-part argument structure applicable to business writing and verbal presentations.
**Learning Objectives:** By the end of this module, participants will be able to:
1. Identify the components of a well-supported claim (claim, evidence, reasoning).
2. Evaluate the quality of evidence used to support a business recommendation.
3. Construct a written recommendation using the three-part structure.
4. Give specific, criteria-based feedback on a peer's recommendation.
**Estimated Completion Time:** 45 minutes
**Delivery Format:** Instructor-led workshop (adaptable to self-paced with a facilitator guide)
**Module Outline:**
*Section 1: What Makes a Recommendation Land (10 min)*
Opening discussion and two contrasting examples: a vague recommendation and a structured one. Participants identify what distinguishes them.
*Section 2: The Three-Part Structure (10 min)*
Concept presentation. Claim, evidence, reasoning defined and illustrated with workplace examples (project proposal, budget request, policy change).
*Section 3: Practice Activity (15 min)*
Participants apply the structure to a provided business scenario (see below).
*Section 4: Peer Review (8 min)*
Participants exchange written recommendations and give structured feedback using a provided rubric.
*Section 5: Debrief and Application (7 min)*
Group discussion on where this structure applies in participants' actual roles.
**Sample Activity:**
Scenario: Your team is debating whether to shift a weekly meeting from Mondays to Thursdays. You have data from a recent survey showing 70% of attendees report low focus on Monday mornings and 85% say Thursday afternoons are their most productive time. Write a one-paragraph recommendation to your manager using the claim-evidence-reasoning structure.
**Knowledge Check:**
1. Which of the following is the "reasoning" component in a three-part argument? (Multiple choice: because it connects evidence to the claim / because it states the claim clearly / because it provides the data / because it summarizes the topic)
2. Review the sample recommendation below. Identify one strength and one gap using the three-part structure criteria.
**Designer's Note:** This module adapts a middle-school argumentative writing lesson for professional contexts. The scenario-based activity reflects adult learners' preference for relevant, immediately applicable tasks. The peer review component draws on participants' existing workplace experience as a resource rather than treating them as blank-slate learners.
CUSTOMIZATION Adjust the workplace skill or concept to match your target industry: a history lesson on primary source analysis can map to critical evaluation of business data; a math lesson on ratios can map to interpreting performance metrics. For e-learning portfolio pieces, ask the AI to add slide-by-slide notes and on-screen text suggestions. If you taught multiple grade levels, start with a lesson from the grades closest to your target adult audience for the most natural translation.
E-Learning Storyboard
OPEN SAMPLE Generates a slide-by-slide e-learning storyboard for a short course based on a topic and learning objectives you provide. Use it when you need a concrete portfolio piece demonstrating e-learning design skills, especially if you have not yet had a paid project to draw from.
YOUR NAME ·COURSE TOPIC ·LEARNER AUDIENCE ·TARGET ROLE ·LEARNING OBJECTIVES ·TONE AND STYLE
## Context
You are helping [YOUR NAME], a teacher transitioning into instructional design, create an e-learning storyboard for a portfolio piece. The storyboard is for a short course on [COURSE TOPIC] aimed at [LEARNER AUDIENCE]. The target role is [TARGET ROLE]. This is a portfolio sample, not a commissioned project for a real client, unless [YOUR NAME] specifies otherwise.
## Task
Using the inputs below, produce a slide-by-slide storyboard for a 5- to 8-slide e-learning module.
Course topic:
[COURSE TOPIC]
Learner audience:
[LEARNER AUDIENCE]
Learning objectives (one to three):
[LEARNING OBJECTIVES]
Tone and style preference:
[TONE AND STYLE]
For each slide, provide:
- Slide number and title
- On-screen text (what the learner reads)
- Narration script (what the voiceover says, if applicable)
- Visual description (what appears on screen: image type, layout, any graphic elements)
- Interaction or activity (click-to-reveal, drag-and-drop, multiple choice, reflection prompt, or none)
- Designer's note: one sentence explaining the instructional purpose of this slide
End with a one-paragraph storyboard summary explaining the overall design rationale.
## Standards
- Slides should follow a logical instructional arc: open with context, build content, apply through practice, close with summary or next steps.
- On-screen text should be concise: aim for no more than 50 words per slide. Narration carries the detail.
- Do not invent a client company, brand name, or real employer unless [YOUR NAME] specifies one. Label it clearly as a portfolio sample.
- Interactions must be realistic for standard e-learning tools (Articulate Storyline, Rise, Adobe Captivate). Do not describe interactions that require custom development beyond those tools.
- The storyboard must reflect the [LEARNING OBJECTIVES] provided. Do not add objectives or content not present in the inputs.
- If [COURSE TOPIC] or [LEARNING OBJECTIVES] are missing or too vague, ask before drafting.
BEFORE YOU RUN IT
- A clear course topic with enough specificity to write content (e.g., not just 'communication' but 'giving feedback using the SBI model')
- A description of the learner audience: their role, what they already know, and why they need this training
- One to three learning objectives written in action-verb format (use, identify, apply, explain)
- A tone and style preference: conversational or formal, scenario-based or reference-style, animated or static
- Strip any student names or identifying information from any classroom content you are drawing on (FERPA); keep student data out of AI tools not approved for it
- Confirm you have the rights to any source material you reference (your own lesson content, not a published curriculum you do not own)
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm each slide's content maps to one of the learning objectives you provided
- Check that no real client, company, or employer name appears unless you specified it
- Verify that the interactions described are achievable in the authoring tools you plan to list on your resume
- Confirm on-screen text and narration scripts do not repeat each other word for word (that is a common e-learning design flaw)
- Check the designer's notes: each should state a real instructional reason for the slide, not just describe what the slide does
- Verify the storyboard arc moves from context to content to practice to close, and that no step is missing
Sample output
Sample output. Generated by AI from sample inputs:
**Course Title:** Giving Effective Feedback: The SBI Model
**Audience:** New managers at a mid-size retail company
**Objectives:** 1) Describe the three components of SBI feedback. 2) Apply the SBI structure to a realistic workplace scenario.
---
**Slide 1: The Problem with Vague Feedback**
*On-screen text:* "Good job" and "needs improvement" don't tell people what to do differently.
*Narration:* Feedback that is too vague leaves employees guessing. In this module, you will learn a three-part structure that makes your feedback specific and actionable.
*Visual:* Split screen. Left side: a manager saying "Good job this week." Right side: an employee with a thought bubble showing a question mark.
*Interaction:* None.
*Designer's note:* Opens with the performance gap to establish relevance for the adult learner.
---
**Slide 2: What Is the SBI Model?**
*On-screen text:* Situation. Behavior. Impact. Three parts. One clear message.
*Narration:* SBI stands for Situation, Behavior, and Impact. Situation names when and where. Behavior describes what the person did, specifically. Impact explains the result of that behavior. Together, the three parts give the other person a complete picture.
*Visual:* Three labeled icons arranged left to right: calendar icon (Situation), person-at-desk icon (Behavior), arrow-hitting-target icon (Impact). Each icon animates in as the narration names it.
*Interaction:* Click-to-reveal: each icon expands to show a one-line definition when clicked.
*Designer's note:* Introduces the core concept with a visual structure learners can reference throughout the module.
---
**Slide 3: SBI in Practice**
*On-screen text:* See the difference.
*Narration:* Here are two versions of the same feedback conversation. As you read each one, consider what information the employee receives and what they are missing.
*Visual:* Two text boxes side by side. Left: "You were really off during Tuesday's meeting." Right: "In Tuesday's team meeting (Situation), you interrupted the client twice while they were describing the issue (Behavior). That made it harder for the client to feel heard, and they disengaged before we finished the call (Impact)."
*Interaction:* Click to reveal a callout labeling each SBI component in the right-side example.
*Designer's note:* Uses contrast to show the model at work, rather than explaining it abstractly a second time.
---
**Slide 4: Your Turn**
*On-screen text:* Apply what you know.
*Narration:* Read the scenario below. Then write or select your SBI feedback response.
*Visual:* Text scenario in a card-style layout. Scenario: A team member submitted a project report two days late without notifying you in advance. The delay pushed back a client deliverable by one day.
*Interaction:* Short-answer text field or multiple-choice with three feedback options (one correct SBI response, two that are missing one component). Immediate feedback reveals which component is missing in incorrect options.
*Designer's note:* Practice slide with immediate corrective feedback gives the learner a chance to test the model before the module closes.
---
**Slide 5: Key Takeaways**
*On-screen text:* SBI makes feedback specific, observable, and fair.
*Narration:* You now have a structure for feedback that names the situation, describes the specific behavior, and explains the real impact. Use it for positive feedback and corrective feedback. The same three parts work both ways.
*Visual:* Summary graphic showing the three SBI components with brief labels. A single closing prompt: "Where will you use this first?"
*Interaction:* Optional reflection text field (not scored).
*Designer's note:* Closes the instructional arc and invites immediate application transfer.
---
**Storyboard summary:** This five-slide module introduces the SBI feedback model using a contrast example, a labeled visual, a realistic scenario, and a scored practice interaction. The design keeps on-screen text minimal and moves the learner from concept to application within five slides. The interactions use standard Articulate Storyline features (click-to-reveal and multiple choice with branching feedback) to demonstrate e-learning development skills without requiring custom code.
CUSTOMIZATION Extend to 8 slides by adding a second practice scenario or a branching interaction that shows two different outcomes. To adapt for a specific industry, change the scenario in Slide 4 to one from healthcare, finance, manufacturing, or the sector you are targeting. If you are applying to roles that use Rise rather than Storyline, ask the AI to add a note on how each interaction type translates to Rise block formats.
Needs Analysis Document
Drafts a training needs-analysis document for a portfolio piece, using a workplace scenario you describe. Use it when you need to demonstrate you understand how to identify performance gaps and connect them to learning solutions before you design anything.
FREE WITH ACCOUNT Facilitator Guide
Builds a facilitator guide for a workshop or training session you design for a portfolio piece. Use it when you need to show you can design for someone other than yourself to deliver, which is a core instructional design skill that separates course builders from full designers.
FREE WITH ACCOUNT Participant Workbook
Builds a participant workbook for a training session or workshop, including guided notes, activity worksheets, and reflection prompts. Use it when your portfolio needs to show you can design participant-facing materials, not just facilitator-facing ones.
FREE WITH ACCOUNT Assessment Design for Adult Learners
Designs assessments for an adult learning context: knowledge checks, scenario-based questions, and performance rubrics suited to a corporate or professional training setting. Use it when your portfolio needs to show you can assess adult learners with more than a quiz.
FREE WITH ACCOUNT Job Aid and Quick Reference
Creates a job aid or quick-reference card for a workplace task or process, formatted as a portfolio piece. Use it when you want to show you can design performance support tools, not just courses, which is a skill many L&D hiring managers look for.
FREE WITH ACCOUNT Portfolio Project Case Study Write-Up
Writes the case study narrative that frames a portfolio piece, explaining the problem, your design process, and the outcome. Use it when you need to present a work sample with context, not just the artifact itself, which is what most L&D hiring managers actually want to see.
FREE WITH ACCOUNT Portfolio Plan
Plans which three to five artifacts to build for a target instructional design or L&D role, based on your teaching background and the job postings you are targeting. Use it before you start building anything, so you spend time on work samples that actually match what hiring managers look for.
FREE WITH ACCOUNT Writes a short, focused microlearning video script on a topic you specify, formatted for screen recording or talking-head delivery. Use it when you need a polished portfolio piece that shows you can distill a concept into a tight, learner-centered video format.
YOUR NAME ·TARGET AUDIENCE FOR THE MODULE ·MODULE TOPIC ·LEARNING OBJECTIVE ·TARGET LENGTH IN MINUTES
## Context
You are helping [YOUR NAME], a teacher transitioning into instructional design, write a microlearning video script for their portfolio. The script will demonstrate their ability to chunk content, write clear narration, and structure a short learning experience. The intended audience for this portfolio piece is [TARGET AUDIENCE FOR THE MODULE] (for example, new employees, adult learners, or a specific professional group). The topic is [MODULE TOPIC].
## Task
Write a microlearning video script that covers [LEARNING OBJECTIVE]. The script should:
1. Open with a hook that names the problem or question the learner cares about.
2. Deliver the core content in clear, direct language appropriate for [TARGET AUDIENCE FOR THE MODULE].
3. Include at least one concrete example or scenario that illustrates the concept.
4. Close with a single, specific takeaway or action the learner can apply immediately.
5. Include brief on-screen text or visual cues in brackets, such as [SLIDE: show diagram of X] or [GRAPHIC: bullet list appears].
Target length: [TARGET LENGTH IN MINUTES] minutes of finished video, approximately 125 to 150 words per minute of spoken content.
## Standards
- Write narration in second person ('you') addressed to the learner, not third person.
- One idea per sentence. No compound sentences packed with multiple concepts.
- Do not invent subject-matter facts, statistics, or expert citations that [YOUR NAME] has not provided. If the topic requires a specific fact, flag it with [VERIFY: insert your source here] rather than writing a plausible-sounding figure.
- The script reflects [YOUR NAME]'s own knowledge of the subject. Do not add content beyond what is supplied in the inputs.
- Visual cue notes appear in brackets and are clearly distinguished from narration.
- Format: two columns if possible (narration left, visual notes right), or clearly labeled sections if a table is not supported.
- Ask before drafting if [MODULE TOPIC] or [LEARNING OBJECTIVE] is missing or ambiguous.
BEFORE YOU RUN IT
- The specific topic and the one learning objective this video will address (one objective only, not a list)
- The target audience for the module: role, experience level, and any context about what they already know
- The target length in minutes (two to five minutes is standard for microlearning)
- Any subject-matter content you want the script to cover: your own notes, an outline, or key points in your own words
- Strip any student names and student-identifying information from classroom examples before pasting (FERPA), and keep personal data out unless your AI tool is approved for it
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm every fact, statistic, or claim in the script comes from content you supplied, not from the AI filling in plausible-sounding information
- Check that the learning objective stated in the script matches the one you provided, not a rewritten version that changes scope
- Verify the word count is consistent with your target length at 125 to 150 words per minute
- Read the narration aloud: confirm it sounds like spoken language, not written prose read aloud
- Check that visual cue notes are realistic and do not call for graphics or animations you cannot produce for the portfolio piece
- Confirm the opening hook addresses a real learner need, not a generic 'in today's world' setup
- Verify no student names, school names, or student-identifying details appear if you drew from classroom examples
Sample output
Sample output. Generated by AI from sample inputs:
---
Microlearning Script: Setting Learning Objectives That Actually Guide Learning
Audience: New instructional designers and L&D coordinators
Length: 3 minutes (approx. 400 words of narration)
| Narration | Visual Notes |
|---|---|
| Before you build a single slide or write a single quiz question, you need to know exactly what your learner will be able to do when the module is over. Not what they'll know. What they'll do. | [TITLE CARD: 'Start with the objective'] |
| Most learning objectives sound like this: 'Learners will understand data privacy best practices.' That sounds fine. But 'understand' is impossible to measure. You cannot observe it. You cannot test it consistently. | [SLIDE: Show weak objective on screen, highlight the word 'understand'] |
| Here's the fix. Swap the vague verb for an action verb. Something observable. Instead of 'understand,' try 'identify,' 'apply,' 'explain,' or 'distinguish.' Now your objective tells you exactly what the learner will demonstrate by the end. | [SLIDE: Weak objective crossed out, strong objective appears below it] |
| Let's make it concrete. Say you're building a module on data privacy for new hires. A weak objective: 'Learners will understand data privacy policies.' A strong one: 'Given a customer service scenario, learners will identify which of three actions violates the company's data privacy policy.' | [SLIDE: Side-by-side comparison, weak vs. strong] |
| That second objective does three things the first one cannot. It names the condition, the observable behavior, and the standard. When you write your quiz, you'll know exactly what to test. When you build your content, you'll know exactly what to include and what to cut. | [GRAPHIC: Three labels appear: Condition / Behavior / Standard] |
| Before you open your authoring tool today, write your learning objective in one sentence. Use an action verb. Name the condition and the standard. If you cannot write it in one sentence, the scope of your module is probably too broad. | [SLIDE: Prompt text: 'Write your objective now.'] |
---
CUSTOMIZATION Adjust the target audience variable to match the industry vertical you want the portfolio piece to demonstrate: healthcare, finance, retail, corporate onboarding. If you taught a subject in the classroom that maps to a corporate training need (science to compliance training, English to communication skills), use that subject matter to show domain knowledge alongside instructional design craft. For longer portfolio scripts (five minutes), add a second example or a brief knowledge-check prompt within the script itself.
Branching Scenario Design
Designs a branching scenario with decision points, learner choices, and consequence paths on a topic you specify. Use it when you need a portfolio piece that shows you can build interactive, decision-based practice for adult learners.
FREE WITH ACCOUNT Course Outline and Curriculum Map
Builds a structured course outline or curriculum map with modules, learning objectives, and content sequencing from your topic and audience inputs. Use it when you need a portfolio artifact that shows you can plan a full learning experience, not just a single lesson.
FREE WITH ACCOUNT Training Slide Deck Outline
Outlines a training slide deck with slide titles, key content points, speaker notes guidance, and visual suggestions for each slide. Use it when you need a portfolio artifact that shows you can design a facilitator-ready or self-directed presentation, not just bullet points on a template.
FREE WITH ACCOUNT All 120 prompts in this library are free with a VetsLearn account: every prompt, every checklist, synced to your account.
Unlock free with an account → Knowledge Check Question Bank
Writes a set of knowledge-check questions for a training module, including multiple-choice items with plausible distractors and brief feedback for each answer choice. Use it when you need a portfolio piece that shows you can write valid, well-constructed assessment items aligned to specific learning objectives.
FREE WITH ACCOUNT One-Page Infographic Content
Drafts the text content for a one-page learning infographic, organized into sections a designer or layout tool can immediately use. Use it when you need a portfolio piece that shows you can distill complex information into a visual-first format without losing accuracy.
FREE WITH ACCOUNT E-Learning Voiceover Script
Writes voiceover narration for an e-learning module, timed to your slide content and appropriate for a professional narrator or text-to-speech system. Use it when you need narration that sounds natural when spoken aloud, not like written prose read at a screen.
FREE WITH ACCOUNT Portfolio Website Copy
Writes the page copy for an instructional design portfolio website, including a homepage introduction, an about section, and project descriptions. Use it when you need professional website copy that accurately represents your background and work without overstating your experience.
FREE WITH ACCOUNT Rapid Prototype Brief
Writes a concise brief for a rapid e-learning prototype, covering learning objective, audience, scope, and delivery constraints. Use it when you need a one-page document to align with a stakeholder or hiring manager before building a prototype for your portfolio.
FREE WITH ACCOUNT Workshop Discussion Guide
Builds a facilitated discussion guide for a workshop or training session, including opening questions, content anchors, and a close. Use it when a portfolio piece needs to show you can design and facilitate adult learning conversations, not just deliver content.
FREE WITH ACCOUNT Skills Simulation Design
Designs a practice simulation for a skill that requires judgment or decision-making, including scenario setup, branching decision points, and feedback language. Use it when a portfolio piece needs to show you can build scenario-based practice, not just quizzes.
FREE WITH ACCOUNT Builds a training evaluation plan aligned to the four Kirkpatrick levels: reaction, learning, behavior, and results. Use it when a portfolio piece or a real training project needs a structured evaluation plan that goes beyond a satisfaction survey.
YOUR NAME ·TRAINING PROGRAM NAME ·TARGET LEARNER DESCRIPTION ·ORGANIZATION OR CONTEXT ·LEARNING OBJECTIVES ·EVALUATION RESOURCES AND CONSTRAINTS
## Context
You are helping [YOUR NAME] write a training evaluation plan for [TRAINING PROGRAM NAME]. The program is intended for [TARGET LEARNER DESCRIPTION] at [ORGANIZATION OR CONTEXT]. The learning objectives are:
[LEARNING OBJECTIVES]
The evaluation plan will cover all four Kirkpatrick levels. The available evaluation resources and constraints are:
[EVALUATION RESOURCES AND CONSTRAINTS]
## Task
Write a training evaluation plan with these sections:
1. Overview: one paragraph naming the program, the audience, and the purpose of evaluation for this program.
2. Level 1 (Reaction): what you will measure, the specific question types or instruments you will use, when and how you will collect responses, and what a useful result looks like.
3. Level 2 (Learning): what knowledge, skill, or attitude change you will measure, the assessment method (pre/post test, skill demonstration, scenario, or other), the timing, and how results will be used.
4. Level 3 (Behavior): how you will assess whether learners apply what they learned on the job, the data source (manager observation, follow-up survey, performance data, or other), the timing after training, and who is responsible for data collection.
5. Level 4 (Results): what business or organizational outcome the training is expected to contribute to, how that outcome is currently measured (if at all), and what a reasonable measurement approach looks like given the available resources.
6. Evaluation timeline: a table or list showing when each level is measured relative to the training date.
## Standards
- Each level must name a specific measurement method, not a vague intention.
- Level 4 must be honest about attribution. Training rarely drives a business result alone. State what the training contributes to and how you would control for other variables, or state plainly that attribution is difficult and explain why.
- Do not invent assessment tools, software, or data sources not in the resources provided.
- Do not promise evaluation results. Describe what you will measure and how.
- If the learning objectives are not measurable, flag it before writing the plan. Ask for measurable objectives.
- Ask before drafting if the evaluation resources or constraints are not provided.
BEFORE YOU RUN IT
- The program's learning objectives written with measurable action verbs, not vague language like understand or appreciate
- A description of what the training is supposed to change on the job, so Level 3 and 4 measures can be specific
- The available tools and access for each level: survey platform, LMS quiz capability, manager access, and business data availability
- Any known constraints: budget, timing, staff capacity to collect data, or organizational willingness to do follow-up
- Strip any student names or student-identifying data from materials you adapt (FERPA), and keep participant data out of tools not approved for it
- Whether this plan is for a real project or a portfolio piece, so the context and scope can be set accurately
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm every measurement method named at each level is something you can actually implement with the resources stated
- Check that Level 4 includes an honest statement about attribution, not a claim that the training alone drives the business result
- Verify no survey tools, LMS features, or data systems were named that are not in your resources input
- Confirm the evaluation timeline adds up correctly and the timing at each level is realistic post-training
- Check that Level 3 names a specific data source and a responsible party for collection, not a vague plan to check in later
- Read the plan as a hiring manager: does it show you understand evaluation beyond a smile sheet, or does it rely on vague language about measuring impact?
Sample output
Sample output. Generated by AI from sample inputs:
Training Evaluation Plan: New Manager Essentials Program
Prepared by: Dana Reyes | Organization: Brightpath Learning (portfolio piece)
Overview:
The New Manager Essentials Program is a 4-hour virtual instructor-led training for individual contributors who have been promoted to people-manager roles in the past 90 days at Brightpath Learning. The program covers feedback conversations, one-on-one meeting structure, and performance documentation basics. Evaluation serves two purposes here: measuring whether the program teaches the skills it claims to teach, and building a case for continued investment in manager development.
Level 1: Reaction
What is measured: Relevance, perceived quality, and immediate usability of the content.
Instrument: 6-item post-training survey sent via email within 24 hours of the session. Questions include two Likert-scale items (relevance, quality), two open-ended items (what was most useful, what is missing), and one item asking whether the learner plans to use a specific skill in the next 30 days.
Timing: Within 24 hours post-training.
Useful result: 80 percent of respondents rate relevance at 4 or higher on a 5-point scale. Open-ended responses identify specific content gaps by name.
Level 2: Learning
What is measured: Ability to apply the Situation-Behavior-Impact (SBI) feedback model and identify the required components of a documented performance conversation.
Assessment method: Pre/post knowledge check embedded in the LMS (10 questions). A scenario-based activity during the session asks learners to rewrite two vague feedback examples using SBI. Facilitator notes whether rewrites include all three SBI elements.
Timing: Pre-check 48 hours before the session. Post-check immediately after.
How results are used: A learner scoring below 70 percent on the post-check receives a follow-up resource packet and an optional 30-minute coaching call with the facilitator.
Level 3: Behavior
What is measured: Whether managers are using structured one-on-ones and giving specific feedback conversations within 60 days of training.
Data source: A 5-item follow-up survey sent to the manager and to their direct manager at 60 days post-training. Survey items ask whether the manager held weekly one-on-ones, whether they gave at least one piece of formal feedback using a structured approach, and whether the direct manager observed any change in feedback quality.
Timing: 60 days post-training.
Responsible party: HR coordinator sends the survey. Program facilitator reviews responses and flags any manager who scores low for additional support.
Note: This data reflects self-report and manager observation. It is not a direct performance measure.
Level 4: Results
Business outcome the training contributes to: Reduction in new manager-related employee relations escalations and improvement in direct report engagement scores for teams led by program graduates.
Current measurement: HR tracks employee relations escalations by manager and by team. Engagement survey data is collected annually. Both data sets exist but are not currently segmented by manager tenure or training completion.
Measurement approach: Compare escalation rates and engagement scores for teams led by program graduates versus comparable teams whose managers have not yet attended. This is a descriptive comparison, not a controlled study. Other factors, including team composition, manager tenure, and business conditions, affect both outcomes and cannot be controlled. Any result should be reported as an association, not a causal claim.
Honest constraint: Attribution is difficult. This evaluation will describe patterns, not prove that the training caused the outcome.
Evaluation timeline:
- 48 hours before training: Level 2 pre-check distributed via LMS
- Day of training: Level 2 scenario activity completed during session
- Within 24 hours post-training: Level 2 post-check and Level 1 survey sent
- 60 days post-training: Level 3 follow-up survey to manager and skip-level
- 12 months post-training (next annual cycle): Level 4 data pull from HR systems
CUSTOMIZATION Adjust the Level 4 section based on what business data is actually available in the target organization. If no business data exists, Level 4 can describe a data collection plan rather than an existing measurement. For a portfolio piece, label the organizational context clearly as a sample scenario so reviewers understand you are demonstrating the framework, not reporting real results. For a live training project, replace the Brightpath Learning references with the actual organization and confirm with stakeholders which data sources they will authorize you to access.
Storyboard to Developer Notes
Turns a completed storyboard into developer notes an authoring tool developer or SME can follow when building the module. Use it when you have finished the storyboard and need to hand off to a developer, or when a portfolio piece needs to show you can bridge design and development.
FREE WITH ACCOUNT Course Accessibility Checklist
Builds an accessibility review checklist tailored to a specific e-learning module, covering WCAG 2.1 criteria and authoring-tool-specific accessibility requirements. Use it before publishing a module to catch accessibility gaps that would block learners with disabilities.
FREE WITH ACCOUNT Portfolio Impact Quantification
Helps you honestly describe the impact of a portfolio project using real data you have, without inventing metrics or overstating results. Use it when you need to write the impact section of a portfolio piece and are not sure how to present what you actually measured.
FREE WITH ACCOUNT All 120 prompts in this library are free with a VetsLearn account: every prompt, every checklist, synced to your account.
Unlock free with an account → Portfolio Walkthrough Script
Scripts how to present a specific portfolio piece during an interview or portfolio review, including what to show, what to say, and what design decisions to be ready to defend. Use it before an interview when you need to present your work confidently without sounding rehearsed.
FREE WITH ACCOUNT All 120 prompts in this library are free with a VetsLearn account: every prompt, every checklist, synced to your account.
Unlock free with an account → No prompts match your search. Try a different word.