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During World War II, the training profession began to develop tremendously as many new individuals entered the workplace in order to replace those who were enlisting in the war.
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During WWII, JIT was developed as a method of training supervisors to instruct their workers in a timely manner.
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The idea of developing a training society was first discussed on this date.
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The American Society for Training Directors was developed.
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Abraham Maslow, published A Theory of Human Motivation (1943) in the Psychological Review Journal that theorized his hierarchy of needs model. This motivational model put forth that a higher need, such as self-actualization, is expressed only after lower needs are first fulfilled (Clark, 2010).
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In 1946, social scientist Kurt Lewin launches the Research Center for Group Dynamics at the Massachusetts Institute of Technology. His contributions in change theory, action research, and action learning earn him the title of the "father of organization development" (Clark, 2010)
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Edwin R. Guthrie's study (1946) breaks skills into acts (Clark, 2010).
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The National Training Laboratories Institute was developed.
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Research on organizational design in relation to adult education began when a group of researchers from London's Tavistock Institute of Human Relations, led by Eric Trist, studied a South Yorkshire coal mine. Their research leads in the development of the Sociotechnical Systems Theory which considers both the social and the technical aspects when designing jobs (Clark, 2010).
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Instructional system design arose out of the 50-60's as educational technology development paralleled and modeled the systems approach processes emerging within the military and industrial worlds (Clark, 2010).
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During the 1950s, HUman Relations training grew increasingly popular and supervisors were beggining to be trained in psychology.
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Edwin R. Guthrie published the Psychology of Learning.
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In 1953, B. F. Skinner's book m Science and Human Behavior was published. This book introduced behaviorism as an area of study in education research.
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By the mid 1950s, cognitive views of learning and development gained dominance over the stimulus-response approach (Clark, 2010).
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In 1956 Donald Kirkpatrick introduces his four-level model of evaluating training that remains one of the central parts Instructional System Design: Reaction, Learning, Behavior, and Results.
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In 1956, a committee of colleges, led by Benjamin Bloom, published the Taxonomy of Educational Objectives for the cognitive domain. The taxonomy proved to be extremely valuable in the specification and analysis of instructional outcomes and the design of instruction to attain them (Clark, 2010).
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During the 1960s, individualized instruction was developed through the use of teaching machines, which was considered to be early computer-based training.
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In 1960 Gordon M. Bliss, the executive director of ASTD at the time, began to urge members of the organization to seek widee responsibilities and to understand the vernaular which is used to report profits.
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Robert F. Mager propsed his model for instructional objective in his book, Preparing Objectives for Programmed Instruction.
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The ASTD changed its name to The American Society for Training and Development.
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Jean Piaget, a Swiss development psychologist, created a model of cognitive development which consists of four stages:the sensorimotor stage, the preoperational stage, the concrete operation stage, and the formal operation stage. This model is the basic foundation for constructivism.
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Microcomputers, along with electromechanical devices, became increasingly available in 1965.
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The case method became a new popular form of training within many organizations.
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Sociotechnical system theory and Sensitivity Training became very popular in the 1970s.
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Malcolm Knowles' book, The Adult Learner: A Neglected Species, introduced us to the Adult Learning Theory. Knowles coined the term andragogy at this time.
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Robert M. Gagne and Leslie J. Briggs published the Principles of Instructional Design and introduced us to the 9 events of Instruction.
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As productivity slowed down in the US during the 1980s, many organiations began to focus closely on their training budgets, their bottom line, and how training budgets can help to achieve the bottom line.
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Models for Excellence, the conclusions and recommendations of the ASTD Training and Development Study, discussed the competency models that increasingly positioned the field of training and development as a part of human resources work.
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In 1986, PC laptops became available and were used as training devices in the workplace.
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By 1989, women made up 47 percent of the ASTD's membership.
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In 1990, Peter Senge published his book, The Fifth Discipline, which explained the concept of learning enterprises.
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In the 1990s, many advancements in technology were developed and e-learning, computer based training, and online learning started to become more appealing than traditional learning.
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Bill Clinton was elected president of the US by running a campaign that focused heavily on job training.
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Technology has begun to aid in integrating performance support into the workplace.
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Behaviorism continues to have a strong influence on learning designs.
