Determining "how good is good when it pertains to training" must also take into account factors such as 'age' - 'prior learning' - 'proficiency skill level' and 'environmental issues', etc.
Moreover, one must be cognizant of the different learning styles of individuals: Aural (auditory-musical) -- Visual (spatial) -- Verbal (linguistic) -- Physical (kinaesthetic-tactile) -- Logical (mathematical) -- Social (interpersonal) -- Solitary (intrapersonal) - or a mix of the seven and design the delivery and training tools accordingly.
At the outset, one needs to determine "the training need" of the student, employee or client.
The principles of Appropriacy must come into play questioning whether the course resources being taught and the method of delivery being used are appropriate to achieve that training need, outcome or objective. Implementing a preparatory or diagnostic assessment can be advantageous.
One might also conduct a formative assessment during the facilitation or instruction period to gauge if the learning process is on track or if reasonable adjustments are required.
A summative assessment of the results or outcome, a process that should include feedback from the student or client, should be conducted.
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