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FW Taylor sought to systematize factory coordination.
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These programs were the first of the train-the-trainer programs. It was the initial movement to train supervisors to provide training. A systematic approach to training was accompanied by a systematic approach to instructional design by the advent of Abraham Maslow's, Theory of Human Motivation and Kurt Lewin's, Group Dynamics.
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American Society of Training Directors (ASTD) formed
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B.F. Skinner's Operant Conditioning added another dimension to instructional design theory by breaking learning goals into tasks and sub-tasks.
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The emphasis on scientific management and instructional design brought to light the general need for leadership training.
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Instruction divided into small steps that were easily verifiable.
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Blooms Taxonomy added another layer of specificity to training development and instructional design with his classification of learning objectives. Bloom identifies cognitive, affective, and psychomotor outcomes as well as behavioral outcomes. (KSAs)
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Donald Kirkpatrick's Levels of Evaluation introduced measurement into training evaluation. He proffered that there were 4 levels of evaluation.
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Human Performance Improvement (HPI)) and Human Performance Technology (HPT) became the watchwords in organizational development. HPI and HPT were systematic, performance-based, results-oriented approaches to organizational development.
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Robert Majer proposed should be observable and measurable. Majer identified 3 qualifiers to determine the validity of training goals: specific and measurable, conditions of evaluation, and level of performance expected.
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Buttressed by the thinking of Jean Piaget on cognitive development, organizations began to explore optimization of people, tools, and organizational environment
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Robert Gagne and Leslie Briggs introduces cognitive (information) processing for consideration in behavioral theory.
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Jeremy Bruner introduces social construction of knowledge into the learning proposition.
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Malcolm Knowles introduces adult learning theory.
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Awareness of human relations dynamic in organizational development.
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A productivity decrease coupled with an increase in competitive spawned the need for the training function to establish its value. Cost-Benefit analysis was introduced to evaluate the value that training programs were adding to the company. Return on Investment (ROI) became the mathematical formula for determining the value of corporate programs and functions.
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As additional training competencies were added to corporate models such as assertiveness, diversity, teamwork, adventure learning, feedback, and others, the role of Human Resource Development (HRD) in organizations expanded. The advent of the microcomputer also added new training initiatives. HRD coalesced into training and development, organizational development, and career development for maximum capacity development within the organization.
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The proliferation of computers and distance learning models changed the corporate learning landscape. Peter Senge's The Fifth Discipline introduced the idea of the learning organization and learning societies as knowledge entities.
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Workplace Learning became the mode of operating. Many organizations were creating full-fledged learning programs to provide their employees with the maximum opportunities for growth and human development. Other learning interventions were added to the repetoire of workplace learning such as Just-in-time learning, mobile (m-learning) learning, skills gap identification, certification, and web 2.0 learning.
