PRINCIPLES OF ADULT LEARNING Dr. Andra Bannister Director, WSU Regional Community Policing Institute

ADULT LEARNING A PERSPECTIVE  Adult learning--such as police training--requires consideration of several factors...  Most officers have been out of school for several years  Educational levels will vary widely between people  Most adults are “set in their ways” so providing new information will frequently meet with some resistance  Life’s experiences have taught the officers to be somewhat cynical or suspect  Motivation for training is frequently ordered rather than being a volunteered opportunity

ADULT LEARNING CHARACTERISTICS  Self-directed learners--intrinsic motivation to learn  They have “real life” experiences on which to...  Base reactions to the subject matter  Accept or reject the training material  Apply the information to their work

ADULT LEARNING APPROACHES  There are different approaches to training which can be used which depend on...  The type of information or subject matter being taught  The expertise and knowledge of the students  The goals of the training session (i.e., ranging from skill development to simple awareness)

ADULT LEARNING CONSTRAINTS  Factors which will constrain--or limit--the effectiveness of training…  Physical environment  Time  Administrative constraints (e.g., having to account for an eight hour work day while in training)  Resources available to support the training (e.g., computers or written materials)  Officers’ attitude toward the topic going into the training

ADULT LEARNING METHODS Case Study Detailed examination of a problem, model, process or issue to determine characteristics, dynamics and results. Collaborative Learning Working in a small group toward a defined end, whether to solve a problem, seek new knowledge, or apply new information or techniques Lecture The direct presentation of new information by a subject matter expert

ADULT LEARNING METHODS Self-Directed Tutorial Self-contained, programmed learning curriculum for individually-paced attainment of learning goals. Problem Solving Learning attained through individual or small group analysis of a problem and the development of alternatives for resolution Group or Panel Discussions Learning via the expression of issues and experiences on an issue by diverse individuals discussing perspectives

ADULT LEARNING SUPPORTING STRATEGIES  At logical points--end of a topic segment or discussion point--give a synopsis of lessons learned  Repeat important points--reinforcement is an important learning tool  Use real world illustrations where possible to accentuate points  Watch for non-verbal cues that students do not understand the information and/or processes  Be adaptable--change techniques if one style or technique does not seem to be working with a group

 Learning is enhanced when the experience is comfortable  When asking questions to students, be certain they are open-ended--usually starting with what, how or why.  Provide written material when possible to support the intended information to be learned  Provide a wrap-up at the end of the session. ADULT LEARNING SUPPORTING STRATEGIES

DISTANCE EDUCATION EXPECTATIONS OF FACILITATORS  Assist in room set-up  Assist in session registration  Welcome the participants  Manage the training administrative matters  Provide an introduction to the training session  Facilitate discussion of the topic after the teleconference  Provide a wrap-up for the session  Submit forms and materials to the RCPI office at WSU

Dr. Andra Bannister, Director Regional Community Policing Institute Lindquist Hall Wichita State University Wichita, KS Visit our Web Site At: