The pursuit of quality gave rise to the concept of Iran Universities as learning organizations. Iran Universities must have the capacity to learn if they are to survive the demands and requirements of the emerging times. This includes liberating traditional methodologies that are anchored on positivism and seemingly dependent on technical expertise. In this article, the author underscored the need, 1) to develop, present and describe proposed model for training and education in Iran: 2) to discuss the components and the dimension of each of these components of the proposed model: 3) to suggest a general frame for data collection of each of the components and dimensions of the model; and 4) to discuss the management implications of evaluative results, when a problem emerges. This model includes five main components. The first refers to the trainees, evaluator participants and students. The second refers to the evaluator in general, including implementation and operations. The third component includes the effects of the evaluation on the trainees, students or participants. The fourth looks at the social impact of the evaluator. The fifth family which refers to the students' parents.