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The purpose of this research is to describe the teaching style of the faculty of a Police Officer Standards and Training (POST) organization in a Midwestern state and the degree and method of application of adult learning principles by the POST faculty. The move of law enforcement to community‐oriented policing (COP) requires that police officers develop communication and problem‐solving skills. The application of adult learning principles in law enforcement education can help prepare officers for their role in COP.

In this mixed method/descriptive study, 85 instructors completed the Principles of Adult Learning Scale (PALS) and 21 instructors participated in in‐depth interviews.

Major findings in the study related to POST instructors' strong preference for a teacher‐centered style of teaching as measured by PALS and a disconnect between what instructors do in the classroom and what they feel is effective instruction.

Offers suggestions related to the nature of the field and for instructor development. Recommendations were made related to professional development and the application of adult learning principles to law enforcement education and training.

This research fills a void in the field by beginning to give a formal description of teaching style in law enforcement education and training. It also details the value of applying adult learning theory in law enforcement instruction and the implications for community‐oriented policing.

The effectiveness of different types of adult learning practices for promoting practitioner and parent use of different kinds of assistive technology and adaptations with young children of 18–105 months of age was the focus of a research synthesis described in this chapter. Six operationally defined adult learning methods and between two and five practices for each method were used to code and analyze the results for both adult (practitioner and parent) and child outcomes. The assistive technology and adaptations that were the focus of training included speech generative devices (e.g., CheapTalk), computers (e.g., adapted keyboards), and switch-activated devices and toys. Results showed that a combination of five or six of the most effective adult learning method practices were associated with the largest differences in both adult and child outcomes, but that few studies included the most effective practices. The relationship between the number of practices and the study outcomes was moderated by the type of training (individual vs. group) and whether the training included in vivo use of the devices with children with disabilities. The results point to at least several factors that explain non-use of assistive technology with young children with disabilities and highlight the need for better designed and implemented training.

Little research attention has addressed the notion of the organization as a facilitator or inhibitor of adult learning or personal growth and development. This theory paper attempts to identify individual‐level and organizational‐level factors that can influence the potential for learning and development in the workplace. Along with the presentation of a theoretical framework, a number of research propositions are generated with the aim of encouraging management scholars and practitioners to more fully consider the impact of the workplace on adult learning and development.

The purpose of this paper is to present a discussion of three “grey” areas which emerged from a study on adult learning provision both within and outside public libraries in England – formal and informal learning, promotion and attracting learners, and evaluation and feedback.

The paper utilises a literature review, interviews with the regional agencies of the Museums, Libraries and Archives Council (MLA), and interviews with a purposive select sample of public library services in England.

The public libraries sampled demonstrated their expertise in reaching out to a range of different social groups and their willingness to work with a variety of partners to provide the wide range of courses and services needed. Good reciprocal partnership relationships have been established. The need for more sophisticated market research and promotion is identified. Evaluation and feedback are subject to various interpretations and form an area surrounded by difficulties.

The study undertaken for the MLA is the first phase of a project on public libraries and adult learners.

Examples of reciprocal arrangements and their implications are provided. The impact on library staff roles of the grey area between informal and formal learning is identified with different expectations for staff by different library authorities. The variety of methods used to promote adult learning services could be more sophisticated and specifically targeted in some communities. Highlights the conflict between obtaining robust feedback and the effect this may have on tentative learners by changing a relaxed informal atmosphere.

The paper draws on a study undertaken for the MLA that selectively reviews adult learning provision within and outside public libraries in England and identifies key strengths in public libraries for adult learners.

Advances the view that those responsible for leading adult learning and performance improvement needs to take into account how adults truly learn.

Lays out eight imperatives – based on the authors' research and experience with adult learners – which must be taken into consideration when designing, implementing and assessing adult-learning experiences in the modern workplace.

Lists these imperatives as: relevance, importance and utility are paramount; hubris and ego can roadblock learning; the credibility of the information source is important; never underestimate the importance of clear learning objectives; adults learn by engagement and doing; accountability for learning is critical; adult learners need coaching and feedback; and plan to stave off learning distractions.

Aims to get trainers to think through the specific things that can help to increase and accelerate learning across the spectrum of adult-learning opportunities in the modern workplace.

Claims that, when leaders incorporate these imperatives in their learning initiatives, learning is more productive and the likelihood of a good return-on-investment rises. When these imperatives are ignored or not taken seriously, time, talent and treasure are wasted and leaders risk damaging their own credibility.

This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.

The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas.

The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition.

First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory.

First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques.

The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

The Lesley University PhD program in Educational Studies offers a new specialization in adult learning and development. This hybrid, interdisciplinary degree is geared toward mid-career professionals in higher education, community services, non-formal adult learning, and a number of other fields. Since 2008, the program has graduated 36 students whose dissertations have a strong focus on practitioner research. This case study covers the planning process of an interdisciplinary faculty team responding to the need for educators to teach and research adult learners. The guiding philosophy of adult learning and the delivery method of this competency-based curriculum are explained. Students present a research interest upon application and begin to develop a dissertation question in their first year. They attend a weeklong campus residency every semester where they work on competencies through workshops and lectures. This is followed by online course completion in dialogue with faculty mentors and peers. Students finish 45 credits before beginning the dissertation. The importance of a cohort learning community, advising as pedagogy, online support, library resources, qualifying examination, pilot study, and dissertation preparation are discussed. Data gathered from a current self-study highlight both the strengths and the challenges posed by this unique program.

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.

The purpose of this article is to highlight the results of the online Delphi research project; in particular the procedures used to establish an online and innovative process of content validation and obtaining “rich” and descriptive information using the internet and current e‐learning technologies. The online Delphi was proven to be an excellent tool in establishing content validity for an HRD‐related construct, e.g. adult learning principles. A review of related literature revealed no existing research that used a web‐based Delphi technique to validate measurements used in training and development (T&D) or HRD.

Research methods included: a thorough review of the literature to construct an item pool of adult learning principles and instructional methods, and a Delphi expert panel consensus. The mean, mode, standard deviation, interquartile range, and skewness of the data were calculated from the voting procedures for determination of consensus. Evidence of reliability was indicated by the interrater reliability coefficient from a field test. In addition, the Gunning FOG Index for readability was calculated to improve the readability of the instrument.

To address the first research question the authors suggest that a valid instrument can be developed by a diverse Delphi expert panel that measures the application of adult learning principles to fully‐mediated world wide web‐based training. The second research question was answered by illustrating that the internet can assist a group of diverse and geographically dispersed subject‐matter experts in establishing a content valid measurement of instructional methods and techniques that demonstrate the application of adult learning principles to fully‐mediated web‐based training. And, finally, the paper concludes that a Delphi process can be established as a web‐based method to validate research measures.

This research helps to address the critical issue of how research is used in practice. Reasons why this research lends itself more to practice than other HRD research using more common qualitative or quantitative methods include: it is a relatively simple procedure requiring less than expert‐level skills; the Delphi uses expert opinion that is commonly used in training and development practice; and results are easy to interpret and practical.

This research is unique in its approach to developing a content valid instrument using state‐of‐the‐art technology coupled with a updated Delphi method. It is valuable to HRD and other professionals and researchers interested in developing valid measures across cultures and where experts are geographically dispersed.

“Nobody w ants to get one. Nobody wants to give one.” The problem was that the supervisors and managers of the Rehabilitation Institute of Chicago (RIC) did not know how to use the Institute's new performance management system and had not been trained on how to prepare and deliver effective performance appraisals. The problem further included the fact that RIC was required to improve its effectiveness and timeliness with performance appraisals in preparation for its 2002 Joint Commission on Accreditation of Healthcare Organizations (JCAHO) review and felt bound to be timely for its employees as sound management practice. The research question was: “What should be contained in a training program for effective performance appraisals that drives performance accountabilities in a mutually satisfying way for adults who can find themselves as either appraisees or appraisers?” Procedures to develop a performance appraisal training program included a review of the literature, selection of formative and summative committee members, and design and validation of criteria and contents of a performance appraisal training program. The results of the study included the creation of a two‐module performance appraisal training program that included a module on the new performance management system contents and the manager's role within that system, and a module on preparing, delivering and assessing effective performance appraisal experiences. The conclusions reached included that it was possible to design a performance appraisal training that incorporated adult learning principles including learner‐centered strategies that also reinforced ownership of timeliness. Face‐to‐face training experiences were augmented by online training materials, allowing for access by 20 RIC locations. RIC has approved recommendations for further evaluation of the effectiveness of the performance appraisal system. Recommendations to apply adult learning principles to internal adult learning venues have received broader acceptance within the wider management and employee groups.