The Sisyphus Comments

Reevaluating Our Training Delivery Methodology – Part I

With some limited modifications, the lecture model has been the traditional delivery method for training criminal justice officers for many years. Although we have significantly increased the amount of practical exercise training in the entry level training environment, the predominate training methodology still revolves around herding students into a classroom for a lecture formatted course developed by training specialists. In other words, someone other than the learner is responsible for determining the course content, delivery method and the training schedule. It may be time to reevaluate the cost, efficiency and effectiveness of this traditional pedagogical training delivery model. However, before we can properly evaluate our present training methodology, we msut examine the factors that impact the adult learning environment.

In general, adults differ from children in their motivation to learn. Some experts contend that adults tend to seek out learning experiences in response to specific life-changing events like a new job, a promotion, being fired or retiring. They also tend to seek out learning experiences that are directly related to the life-changing events that triggered their desire to learn in an effort to cope with the stress through engagement. Once an adult realizes that the change is inevitable, he will take advantage of any learning opportunity that helps him cope with the transition. This desire to use learning as a coping mechanism tends to be present before, during and after an actual life change event.

Adults who are motivated to seek out a training opportunity do so primarily because they have a use for the knowledge or skill they are seeking. Unlike a child who is preparing for his future, for the adult learner, the future is now. In other words, learning is a means to an end, not an end in itself for the adult learner. With adult learners there is a strong impetus to close the gap between learning and doing. While adults are interested in planning and learning for the future, they are more interested in learning for immediate application.

As trainers, we know that our courses should be “problem centered” rather than “subject centered” in order to hold the attention of adult learners. Adults tend to be more interested in training when they can see an immediate application in their lives. This is not to say that increasing one’s sense of self-esteem and learning for the pleasure of gaining knowledge are not important secondary motivators. However, the training must be relevant and important enough to take precedence over other adult obligations and responsibilities.

Fortunately, adults are also highly motivated to learn because they see the value of learning in terms of advancement, salary, success in the workplace and in life. As such, most modern criminal justice professionals aggressively compete for the chance to take advantage of training opportunities.

During Part II of this series we will examine curriculum design and its impact on adult learning.