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CDC QUALITY TRAINING DEVELOPER CHECKLIST

This checklist is for training developers to use throughout the planning and development process to ensure their training meets 

CDC’s Quality Training Standards. Many of these standards align with the Training Effectiveness Predictors, which summarizes 

published evidence on transfer of learning.

Instructions

Listed below are the related training attributes for each Quality Training Standard. A quality training is one that meets all eight 

standards. To meet a standard, your training must address each required attribute. Also your training should address the 

additional attributes (listed below the required attributes) if they apply to your specific learners or training goals. Check the box 

for each attribute you addressed in development of your training. Check the box for a standard when all attributes (including 

additional attributes, if they apply to your training) have been checked. 

Title of Your Training: 

Check each attribute addressed in your training

1 Ensure that training is needed to address the gap, training 

is not always the solution.

Conduct a needs assessment that validates the need 

for training.

» Consider a simple or complex approach.

 Complex approaches might include collecting 

new data through surveys and interviews.

 Simple approaches might include looking at existing 

data or literature or talking to a few key informants.

Conduct a training needs analysis if training is needed. This 

is a part of the needs assessment and focuses on gathering 

information that helps with training approach.

» Identify and confirm the training goal with key partners.

» Assess opportunities to build trust, engage, 

and advance equity through training.

» Identify and describe learners (and 

community if appropriate). 

» Identify barriers and facilitators for training 

delivery to ensure inclusion and accessibility 

(e.g., language, technology, or location).

Select a delivery method(s), strategy(ies), or trainers 

appropriate for content and learners.

Some trainings may require additional attributes. Consider if the 

following apply to your training:

Identify appropriate competencies (e.g., Competencies for 

Public Health Professionals), if relevant.

Establish and confer with a planning committee that 

includes diverse and relevant representatives of the learner 

audience (e.g., different professions, generations, race and 

ethnicity, and gender identity).

Standards

Training 

needs 

assessment 

informs 

training 

development
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2 Develop SMART (Specific, Measurable, Achievable, Relevant, 

and Time-bound) learning objectives (e.g., writing effective 

learning objectives).

Match learning objectives with goals.

Select educational methods that support learning objectives.

Some trainings may require additional attributes. Consider if the 

following apply to your training:

Match learning objectives with competencies (e.g., 

Competencies for Public Health Professionals), if 

competencies exist.

Describe prerequisite knowledge and skills and how they can 

be obtained.

Training 

includes 

learning 

objectives

3 Develop content that meets the needs of the learners and 

program based on the needs assessment.

Consider your learners and make sure your content 

(including examples and visuals) is culturally appropriate and 

relevant.

» Include real-world examples that support the content.

Ensure content aligns with learning objectives to avoid 

unnecessary material.

Conduct a subject matter expert (SME) review.

» The SME(s) should ensure that content is accurate 

based on best-available evidence and up to date.

» The SME(s) should review for bias and ensure 

possible biases (including commercial bias) 

are minimized and mitigated (e.g., content 

changed, and conflicts of interest disclosed).

Create an expiration date for the training to review and 

update or retire, as needed.

» Review may include evidence-based practice, peer 

review journals, best practices, or SME(s) input.

» Update or remove content in a timely manner.

Some trainings may require additional attributes. Consider if the 

following apply to your training:

Align content with at least one professional competency 

(e.g., Competencies for Public Health Professionals), if 

competencies exist.

Ensure content offered in another language is linguistically 

appropriate and accurate. If it was translated and not created 

directly in the target language, verify that it was done using 

standard industry translation processes and is reviewed by 

bilingual SME(s).

Training 

content is 

accurate 

and relevant
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4 Design training that is interactive or engaging (e.g., 

knowledge checks, case studies, question and answer 

sessions, or exercises), as appropriate for learners’ needs 

and training goals.

Provide opportunity for learners to receive feedback.

Facilitate engagement activities in a manner that is inclusive 

of all learners.

Some trainings may require additional attributes. Consider if the 

following apply to your training:

Use adult learning principles for adult learners.

Include experiential or practice-based learning (e.g., 

internship with a mentor for on-the-job learning).

Provide opportunity for learners to share experiences and 

learn from others’ experiences. These may include peer 

learning and interdisciplinary opportunities for practice.

Training includes 

opportunities 

for learner 

engagement

5 Use conversational style that is appropriate for learners 

(i.e., active voice, present tense, and second person).

Use language and tone that is inclusive, familiar, and clear 

for learners.

Select media, interface, and educational methods that can 

be used by your audience and facilitates learning (e.g., 

some learners may not have reliable internet access).

Design for user experience.

» Develop easy and user-friendly navigation or materials.

» Ensure that navigation or materials allow learners 

flexibility to access content that that they need.

» Organize concepts in logical sections.

Make content accessible to learners (e.g., section 508

compliant and accommodations as needed).

Some trainings may require additional attributes. Consider if the 

following apply to your training:

Use high-quality (e.g., clear, clean, and crisp) audio and 

visual aids to clarify concepts.

Use technology that is current and easy to access.

» Ensure that links are functional.

» Provide technical support.

Training is 

designed for 

usability and 

accessibility
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6 Develop and implement a training evaluation plan that 

includes the evaluation purpose, questions, and data 

collection methods.

Recruit evaluation participants who reflect the diversity 

of your learner audience to ensure cultural, social, and 

contextual relevance.

Conduct a formative evaluation as part of development. 

This may include peer review, quality checklist assessment 

(e.g., using this checklist), pilot testing, or usability testing.

Conduct outcome evaluation that includes training 

effectiveness and learner assessment (Standard 7).

Include opportunity for learners to provide feedback on 

training.

» Include open-ended feedback, if possible.

Review and analyze evaluation data for training 

improvement.

» Plan to use process evaluation data and learner 

feedback for ongoing quality improvement.

» Make recommendations for training content, 

delivery methods, and learning activities that 

fill gaps with focus on areas with greatest need, 

including the need to advance equity.

Some trainings may require additional attributes. Consider if the 

following apply to your training:

Conduct a delayed or follow-up evaluation after learners 

have had time to apply what they learned (e.g., a survey 3 

months after the training).

Assess if the training is inclusive and supports cultural and 

linguistic standards.

Training 

evaluation

informs 

improvement

7 Construct learner assessments (e.g., posttest, knowledge 

check, exercise, observed practice, question and answer 

session, or problem solving) that relate directly to learning 

objectives to reinforce learning.

» Use different question formats, such as multiple 

choice, matching, listing, reordering, and sorting.

Use socially and contextually relevant assessments (i.e., 

reflective and inclusive of the learners’ experiences and 

environment) for learners to apply what they have learned 

(e.g., case scenarios are realistic and relevant to learners).

Provide learners with feedback on their responses or skill 

demonstration to support learning.

Some trainings may require additional attributes. Consider if the 

following applies to your training:

Recognize learner completion through a certificate or 

other notification.

Training 

includes 

opportunity 

for learner 

assessment
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8 Provide opportunities to learners for continued learning 

after the training that reinforces retention and application 

of content delivered during training.

» Use a simple or complex approach that includes 

at least one resource for posttraining support.

 Simple approaches include providing contact 

information for help, tip sheets and other 

resources for more information, and access 

to other learners for peer support.

 Complex approaches include conference calls, 

webcasts, coaching, homework assignments, 

accountability partners, communities of practice, 

and reminders such as emails and quizzes 

provided some time after the training.

» Choose an approach that is socially and contextually 

relevant to learners (i.e., reflective and inclusive 

of the learners’ experiences and environment). 

» Consider learners’ availability and access to technology.

Some trainings may require additional attributes. Consider if the 

following applies to your training:

Provide resources to the learners’ management or partner 

organizations for follow-up support.

» For example, provide information to supervisors 

about the learning objectives and what they 

can do to reinforce learning on the job.

Training 

includes 

follow-up 

support for 

the learner

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November 2023 CS 330094-D