Although it is generally argued that information technology (IT) is a science rather than an art, very few professionals follow a process of systematic evaluation and revision, usually due to the level of difficulty and time constraints involved. The intent of this document is to provide a framework for evaluation and revision of instructional design and training via the personal computer, or paper and pencil aids. When implemented, this framework organizes and simplifies the process of evaluation. The generic Design Model of Analyze, Design, Development, Implementation, and Evaluation (ADDIE) is utilized, and detailed job aids are provided in the form of rating sheets and checklists. The five major phases of the design model are discussed: (1) front-end analysis; (2) training needs analysis; (3) instructional design; (4) material development; and (5) implementation. Phase 1 identifies a perceived knowledge deficiency and defines the problem. Phase 2 provides a detailed, relevant list of the skills and knowledge that will make up the content of the training course and a preliminary delivery strategy matching the material to be learned to learner characteristics. Phase 3 outcomes include: determining instructional objectives; developing tests for the objectives; confirming overall delivery strategy; and developing design specifications to used in Phase 4. Phase 4, materials development, considers two major areas, appearance and effect. Feedback from pilot testing is used in the final implementation process, phase 5. Checklists of major steps are provided for each phase. Front-end analysis, training needs analysis, and materials development evaluation checklists are included. The final section, "Summative Evaluation of Training," facilitates the evaluation process through the use of either Kirkpatrick's level of evaluation or the Brethower and Rumler adaptation, and the four levels of training evaluation are outlined. An example training follow-up survey is provided. (Contains 9 references.) (MAS)