The political context of curriculum and program development was acknowledged at least as early as 1949 by R.W. Taylor, who, in his seminal work on curriculum, briefly acknowledged the political nature of curriculum design. Contemporary scholars have been much more direct in acknowledging power differentials and politics in the planning process. The increased acknowledgement of the inherently political nature of program planning gave rise to the suggestion that negotiation is a requisite skill for the program planner. In the examination of planning as a process in which multiple parties with many disparate interests are present, the planner must work to negotiate those interests so that successful and effective programs are produced and provided. This paper builds on this concept of negotiation and provides a more narrowly focused framework for negotiating content-related political dynamics within workplace training settings. The author's purpose is to introduce a model for use in program planning which has as its foci the formulation, administrative approval, and delivery of learning "content". The Facilitator as Mediator (FAM) model represents a complete reframing of the content development process by allowing the developer to act, figuratively, as an arbitrator sitting at a negotiation table with the upper-level management on one side and the employee-learners on the other. The arbitrator acts on the good-will best interest of both the organization for which he or she works, and the learners for which he or she serves in an educational capacity. The author concludes by highlighting the strengths of the FAM model. (Contains 2 figures.)