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Vestibule Training
Vestibule training was an innovative approach in the training profession which placed students as near to the factory floor as possible—providing minimal distractions, economy of scale, and allowed factories to keep equipment in production (Estep, 2008). This type of training was popular during World War I and World War II as the demographics of workers shifted to accommodate combat enlistment. Image retrieved through Wikimedia Commons (1908) -
Systematic Training
Systematic Training incorporates scientific management to eliminate non-productive time and segments training into five different phases, including analysis, design, development, implementation, and evaluation (Dhawan, 2014). World War II saw the melding of training, psychology, and a systematic approach to instructional design as large numbers of unskilled women and older males replaced enlisted workers (Estep, 2008). Image retrieved through Wikimedia Commons (1942) -
The American Society of Training Directors
The role of training was seen as extremely important to the war effort; especially the training of competent and efficient supervisors (Estep, 2008). The demand for leadership within the role of training became apparent and the American Society of Training Directors (ASTD) was established to regulate and ensure consistency in workplace learning. Image retrieved through Wikimedia Commons (2009) -
Individualized Instruction
Individualized instruction was developed through the use of psychology and job analysis; relying on B. F. Skinners theory of behaviorism. Individualized instruction replaces the traditional instructor with systematic or programmed materials which are broken into steps for ease of learning (Estep, 2008). Each step requires the student demonstrate the knowledge gained through the use of questions, graphs, or problem-solving. Image retrieved through Wikimedia Commons (2013) -
Bloom's Taxonomy of Educational Objectives
Benjamin Bloom's taxonomy of educational objectives classifies learning objectives into three distinct outcomes: cognitive, psychomotor, and affective—often referred to as knowledge, skills, and attitudes (Estep, 2008). These outcomes changed the way learning objectives were constructed and specified the learning being accomplished. Image retrieved through Wikimedia Commons (2016) -
Organization Development
Organization development—a values-based approach to organizational change—was included into the plethora of subjects which were important to the ever expanding training profession in the early 1960s. Psychologists, including Kurt Lewin the founder of social psychology, determined organizations and organizational processes influence the motivation, behavior, and adaptation to change in group members (Glanz, Rimer, & Viswanath, 2008). Image retrieved through Wikimedia Commons (2016) -
Piaget's Theory of Cognitive Development
Jean Piaget was a clinical psychologist specializing in the field of child development. Piaget's theory of cognitive development included four stages, including sesorimotor, preoperational, concrete operational, and formal operational (Estep, 2008). This would later impact the training profession as Piaget's research would be used as the foundation of Constructivism (Educational Broadcasting Corporation, 2007). Image retrieved through Wikimedia Commons (1968) -
Mager's Theory of Objectives
Robert F. Mager's model for instructional objectives led the training profession toward the inevitable goal of measurement of success within training. Mager's theory defined objectives being composed of three components, including behavior, condition, and standard (Estep, 2008). These components outlined the goal, conditions, and acceptable level of performance associated with training. Image retrieved through Wikimedia Commons (2015) -
Human Resource Development
The training profession changed to a more encompassing approach when Leonard Nadler introduced human resource development in 1969 (Whatishumanresource.com, 2009). Human resource development strives to develop an employee's personal and organizational skills, knowledge, and abilities through employee training, performance management, mentoring, career development, and organizational development. Image retrieved through Wikimedia Commons (n.d.) -
Sociotechnical Systems Theory
The training profession began to change in the 1970s as sociotechnical systems were examined within organizations to determine future success. This theory examines both internal and external machinations which impact the overall success of an organization (Estep, 2008). Social and technical aspects of an organization would need to work in harmony for success—aligning with organization development and human performance improvement. Image retrieved through Flickr (2010) -
Social Issues
During the 1970s several social movement moved into the spotlight, which required the training profession to adapt to the changing environment. Feminism, environmentalism, and the gay rights movement were at the forefront of this new social dynamic and trainers took this cue to focus on emerging social issues; including discrimination, racism, and pollution (Estep, 2008). Image retrieved through Wikimedia Commons (1917) -
Case Method
The case method was introduced to the training profession for the first time; traditionally this method was used in business schools. The case method examines a case study and places students in the role of individuals making difficult decisions—the trainer acts as a guide and encourages students to develop their own solutions (Estep, 2008). Image retrieved through Wikimedia Commons (2016) -
Andragogy
Malcolm Knowles was the first educator to define the term andragogy—the principles and methods used in adult education and learning. This theory was the first in American psychology to posit adults learn differently than children and defined six unique factors of adult learning, including need to know, foundation, self-concept, readiness, orientation, and motivation (Smith, 2010). Image retrieved through Wikimedia Commons (1943) -
Cognitivism
Leslie Briggs and Robert Gagné introduced the nine events of instruction in their book Principles of Instructional Design (Estep, 2008). This book was based upon cognitivism, which examines inner metal processes to understand how individuals learn (Davey, 2015). Image retrieved through Wikimedia Commons (2005) -
Constructivism
Constructivism is based upon the work on Jean Piaget and posits individuals learn by creating subjective representations of objective reality (Davey, 2015). Jerome Bruner, an American psychologist, expanded on this theory to define learning as a social process, which allows individuals to use new experiences to modify existing schemata (Estep, 2008). Image retrieved through Wikimedia Commons (2011) -
Return-On-Investment
In the 1980s the United States suffered from recessions due to the emergence of globalization, many organizations looked to cut costs by reducing manpower and examining budgets dealing with the training profession (Estep, 2008). Image retrieved through Pexels (2015) -
Women Enter the Training Profession
The 1980s saw a significant shift in employee demographics as females entered the training profession at unparalleled rates (Estep, 2008). The training profession changed to accommodate this shift and assertiveness training, behavior modeling, teamwork, and empowerment were prominent topics in the industry. Image retrieved through Wikimedia Commons (1943) -
Repositioning the Training Profession
Trainers' competencies were an increasingly important topic in the training profession and two competency models soon aligned the field with human resources (Estep, 2008). The ASTD released Models for Excellence: The Conclusions and Recommendations of the ASTD Training and Development Study, which illustrated the shift in the profession. Organizational development and career development were soon topics added to the field. Image retrieved through PublicDomainPictures.net (n.d.) -
Learning Enterprise
Peter Senge, Robert Gagné, and David Merrill introduced the concept of the learning enterprises into human resource development (Estep, 2008). This method of knowledge acquisition combines various types of learning into general knowledge and expertise by identifying component skills (Gagné & Merrill, 1990). The core concept established is organizational control over learning capacity to plan for future success. Image retrieved through Wikimedia Commons (1957) -
E-Learning
Technology was a major driving factor of the 1990s as affordable personal computers flooded the consumer market and the internet was slowly becoming accessible to the public. E-learning, online learning, and computer-based training were soon hailed as the end to traditional classroom instruction (Estep, 2008). Blended learning, using both e-learning and a classroom environment, soon became the dominant training method. Image retrieved through Wikimedia Commons (2010) -
Performance Support Tools
Computers were often used as performance support tools in the training profession and allowed performance support to become integrated into the organizational environment—providing immediate access to assistance (Estep, 2008). Image retrieved through Wikimedia Commons (2005) -
Bill Clinton
President Bill Clinton was elected into office on a platform which endorsed training as a means to rebuild the flailing United States economy under pressure from globalization (Estep, 2008). Clinton endorsed Robert Reich as U.S. Secretary of Labor—who established the Office of Work-Based Learning—and promoted the concept of training on a federal level. Image retrieved through Flickr (2016) -
Popular Topics
Popular training topics of the 1990s included learning organizations, performance support, work/life balance, visioning, global organizations, and customer focus (Estep, 2008). Image retrieved through Max Pixel (n.d.) -
Learning Has Evolved
The concept of learning has evolved throughout the timeline as new theories are developed and gain prominence; altering and augmenting previously held beliefs. Theories continually gain support in the field, but behaviorism, constructivism, cognitivism, and the theory of andragogy all impact the current design (Estep, 2008). Mager's model and Bloom's taxonomy are still used to establish learning objectives. Image retrieved through Wikimedia Commons (2008) -
Measurement is Important
In the 2000s measurement is still an essential part of the training profession as organizations struggle to maintain profitability amid increased pressure from globalization caused by India and China (Estep, 2008). The ASTD WLP Scorecard allows organizations to access real-time benchmarking analysis of learning functions. Image retrieved through Pixabay (n.d.) -
Talent Management
Globalization continues to impact the training profession as China and India see the need to develop managerial talent—a trend defined as talent management. Business executives are wary about the shortage of professional talent in the workforce and are establishing inclusive training to recruit and retain employees through career planning, leadership development, and competency management (Estep, 2008). Image retrieved through Max Pixel (n.d.) -
Custom E-learning
E-learning was not the end of traditional learning as hypothesized in the 1990s, but has become an every present component of learning design. India has focused their efforts on providing custom e-learning solutions to cover a variety content and technology, including m-learning and web 2.0 technologies (Estep, 2008). Image retrieved through Wikimedia Commons (2016)
