In Melbourne, Australia in 1970, Michael Hewitt-Gleeson designed the train-the-trainer brain app called Career Acceleration Program (CAP).
Dr Hewitt-Gleeson developed principles distilled from his military training and war experience with the Australian Army leadership IP and also with the Royal Australian Air Force.
From 1967 through 1974 in Australia and South Viet Nam, Dr. Hewitt-Gleeson studied, as part of his military training and service, world-class Australian Army officer training in leadership, survival, confidence training, instructional techniques and military arts. He conducted further experiments while serving as an officer/chief instructor in the Royal Australian Air Force as a Reserve Officer.
In 1976 at HBO Studios in New York he produced a 3-part video version of his train-the-trainer program (CAP I, II and II) which became the first nationwide video training program in the USA. The program was first used by Equitable Life Assurance in 185 of their branches across the US and also by the Ford Motor Company.
Since then, continuous, focused development of the training technology in the marketing, business, and public training applications has brought its evolution to its current stage of development.
CAP is a train-the-trainer technology, for converting knowledge into skill. In training CAP instructors, six principles are emphasised:
1. Learning By Teaching:
Learning by teaching means that if you have to explain something to someone else, then you must have already learned to explain it to yourself. So people are encouraged to teach their skills to each other, to their families, to friends online and offline.
2. Knowledge into Skill:
Developing a thorough understanding and conviction of the difference between merely having knowledge on a matter and owning a skill of performance in it. The virtue of virtuosity. Understanding the strategy of practice and repetition.
Unless one was deliberately willing to trade off the necessary time and energy needed to acquire a new skill – that is, logging the hours of practice and repetition – the trainee could never expect to go beyond the knowing stage and reach a level of operating skill. This means focusing on the process and measuring it in hours of practice and key performance indicators (KPIs).
4. Commitment to Action:
The skills must be useful in daily life. To assist the transfer of skills acquired in training to real life situations, trainees designed specific “action commitments” on special planners including times, dates, places, etc.
5. Effective Follow-up:
The monitoring of feedback and measuring results were an important part of CAP. Checking to see if what happened was what the trainee really wanted. This became a continuous part of the process.
Noticing increments of progress in acquiring new skills and then recognising them in an appropriate way by feeding back information–cybernetically–for positive reinforcement were fundamental principles of CAP.