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JIP (Job Instructor Programs)
During WWII JIP, job instructor programs were widely utilized by the training profession and were developed to teach trainers how to teach the skills to their trainees, this is also known as the train the trainer approach (Estep, 2008). -
Systems Approach Learning Design
The systems approach learning design was developed by the military in WWII, this training method had trainers design learning goals by breaking down tasks to the most basic of entities for trainees. -
American Society of Training Directors (ASTD)
The American Society of Training Directors (ASTD) was formed at the end of WWII when training and developed personnel began to recognize the importance of the training and education of training leadership (Estep, 2008). -
Individualized Instruction
Based off the research and writings of B.K. Skinner, trainers realized they could created individualized training opportunities for learners that would be based off of their own needs and move at their own pace, it was instruction suited for the learner itself (Estep, 2008). -
Computer Based Training
Individualized instruction continued to be a large influence on computer based training, where trainers could use computers to develop personalized training for their learners. -
Training Objectives
Robert F. Mager proposed that trhttps://live.staticflickr.com/4138/4826820382_124e549be9_b.jpgainers develop their training objectives even further to include three components; behavior, condition, standard, which would focus on what the training hoped to accomplish (Estep, 2008). -
Sociotehcnical-Systems theory
The Sociotechnical- Systems theory became popular to trainers during this time as they began to see the importance of aligning both the technical and social aspects of an organization in order to be successful with training (Estep, 2008). -
Sensitivity Training
Sensitivity training was used by professional trainers during this time. It was a training method where trainers tried to develop self-awareness and group understanding of the organization's members in order to train appropriate behavior and work ethic (Estep, 2008). -
Case Method
Trainers began to utilize the Case Method which presented case studies to learners to help them explore and learn from a topic (Estep, 2008). -
Training Budgets
During this time U.S. productivity dropped putting training professionals in a tight spot as they had to prove the importance of their work and maintain organization's training budgets. -
Defining training and development
Training professional's roles were finally defined in the published text Models for Excellence: The Conclusions and Recommendations of the ASTD Training and Development Study , and it was made clear the importance of training and development to improve individual, group, and organizational effectiveness (Estep, 2008). -
Computer based learning and online learning
Technology began to really develop during this time allowing training professionals to utilize computer based training and online models to reach a larger amount of trainers during a shorter time, and for a more cost effective price. This also opened up a new position of learning for training professionals. -
Learning Enterprise
Training professionals worked with organizations to develop commitment to certain disciplines that will build toward training and development in their future (Estep, 2008). -
Updated ISD Models
Training professionals continue to use ISD models, however models have evolved to fit growing technology, make learning relevant and allowing learners to now have a say in what and how they learn (Estep, 2008). -
Staying up to date
Organizations, and therefore training professionals, feel major pressure to grow their organizations to fit the booming changes in the business and technology world. Trainers continue to adapt to fit these needs of the organizations.
