Create Next Level Training Using Adult Learning Concepts: It Begins in the Classroom

Adult learning concepts remind me of a young officer being issued their first radar unit or computer. They open the carton, remove the device, and immediately go to work without any instructions or training. This usually produces lackluster results requiring a better understanding of how the device operates to achieve the desired performance.

Many instructors approach adult learning the same way. They hear terms like engagement, collaborative learning, and student-centered instruction, then immediately start adding activities to their courses without understanding their purpose or how they fit into a lesson plan. This can result in critical errors like omitting clearly defined performance objectives, building progressive drills, or preparing meaningful debriefs. Then when the training falls flat, they wonder why the students were disengaged or the training didn’t transfer to the street.

Early in my career, I believed adding more activities automatically made training better. All I did was create movement without learning. When I slowed down, studied adult learning principles, and intentionally designed training around that concept, I saw measurable improvements in student engagement, retention, and performance.

Begin the Correct Way

The key to a successful adult learning program is creating a positive learning experience. Instructors set the tone for that environment through communication, feedback, and the way they respond to mistakes.

This is done by creating an atmosphere where officers feel respected enough to participate, ask questions, and make mistakes during training rather than on the street.

For example, it can be as simple as changing how we respond to wrong answers. Instead of telling a student, “No, that’s wrong,” you might say, “Walk me through your thought process.” That small change encourages discussion instead of shutting it down.

Likewise, reducing the fear of failure can dramatically improve participation during practical exercises. During scenario-based training, remind students that training is the place to make mistakes, identify weaknesses, and improve decision-making. When instructors treat errors as learning opportunities rather than public failures, students become more willing to engage and problem solve under pressure. Officers that feel valued and respected are more invested in the training process and more inclined to apply newly learned skills in the field. (M. Knowles, 2020)

Lesson Plans

The next step is to shift your focus to designing training programs that keep adult learners engaged and accountable. Any training program worth the paper it’s written on begins with clear performance objectives incorporated into a well-designed lesson plan. Adult lesson plans should answer the four primary questions adult learners ask:

• Why is this important?

• What do I need to know?

• How do I apply it?

• What if things do not go as planned?

Effective lesson plans address those questions by focusing on the development of knowledge, skills, and abilities (KSA). The KSA model moves students from understanding information (knowledge), to practicing techniques (skills), to independently applying those techniques in realistic conditions (abilities). For example, consider a use-of-force lesson:

• Knowledge: Students learn department policy, legal standards, and decision-making principles regarding force applications.

• Skills: Students practice communication techniques, de-escalation strategies, and force options through drills and instructor-guided exercises.

• Abilities: Students participate in realistic scenarios where they must independently assess threats, communicate effectively, and justify their decisions under stress.

This progression helps ensure students are not simply memorizing information but can apply it in real-world situations. (AETC, 2009)

In the Classroom

Adult learning lesson plans should follow the KSA progression: tell them, show them, let them practice, then evaluate their ability to apply the information in realistic conditions.

While these concepts can be implemented in a classroom-only setting, adult learning is most effective when students are actively involved in the process. Even within classroom constraints, instructors can incorporate strategies that increase participation, critical thinking, and retention. (P. White, 2024) A few examples are:

• Demonstrations: Show students both the correct and incorrect way of performing a task often creates stronger retention than lecture alone. For example, during a handcuffing class, an instructor may intentionally demonstrate poor positioning or improper suspect control before showing the correct technique. Students immediately see how small mistakes create officer safety issues. The instructor then explains why proper positioning matters and how it reduces risks during real encounters.

• Lectures: Lectures have value when used strategically. Short segments of approximately 9–10 minutes help instructors deliver critical information without overwhelming students. For example, after presenting use-of-force case law updates, the instructor might pause and ask: “How could this ruling affect the way you handle resistance during an arrest?” That one open-ended question transforms students from passive listeners into active participants. Instead of simply hearing information, they begin connecting it to their own experiences.

• Role Plays: Role play allows students to physically and mentally engage with the material in a controlled environment. For example, rather than just discussing verbal de-escalation techniques, students can work through a brief role-play involving an emotionally disturbed subject refusing commands. with students playing the officer and subject. The instructor periodically pauses the exercise and discusses communication choices, body language, and escalation cues. This helps students discover what works, what doesn’t, and how quickly situations can change under stress.

• Case Studies: Case studies are extremely valuable because they force students to think critically and defend their decisions. For example, an instructor might present body camera footage from an actual incident and stop the video at key decision points. Students can then discuss available options, legal issues, tactical concerns, and possible outcomes before watching what occurred. This method develops critical thinking while reinforcing the reality that field situations rarely unfold perfectly.

Collaborative Learning

Collaborative learning remains one of the most effective methods for teaching adults because officers often learn as much from each other as they do from the instructor.

Group discussions, peer teaching, role-play debriefs, and team-based problem solving all encourage students to share experiences and perspectives. These conversations often create stronger retention because students are actively processing and applying the material rather than simply receiving it. (C. May, 2024)

One strategy that has worked particularly well for me is assigning small groups different tactical or legal problems to resolve and have them explain their reasoning to the class. This creates discussion, encourages participation, and allows instructors to evaluate comprehension in real time.

The key is to do a little, a lot. Small, repeated moments of collaboration throughout the course are often more effective than one large group exercise.

Conclusion

Adult learning is not about adding activities for the sake of entertainment. It is about deliberately designing training that helps officers understand information, develop and practice skills, and apply sound decision-making under realistic conditions.

Just like that young officer with the new equipment, it is tempting to skip the instructions and jump straight to the fun part. However, effective instructors understand that successful training requires structure, preparation, and purpose. When we slow down and intentionally build training based on adult learning principles, we create courses that are more engaging, more meaningful, and ultimately more effective on the street.

Author’s Note: Course subject matter, available training time, and budgetary considerations may affect final course design.