Respecting Experience: The Key to Meaningful and Effective Adult Training Programs

6 min read

Adult learners bring life experience, context, and a need for relevance to the learning process. Training that fails to acknowledge these foundational principles frustrates participants and wastes valuable organizational resources. Instead of defaulting to static PowerPoint decks and monologues, professional development should be designed with intentional alignment to andragogical principles such as self-direction, practical application, and immediate relevance. Malcolm Knowles’ adult learning theory, widely accepted in education and training fields, emphasizes problem-centered learning, experiential involvement, and respect for the learners’ existing knowledge base as critical elements of effective instruction (Knowles, Holton, and Swanson 2015)¹.

To operationalize these ideas, municipal training programs should incorporate active learning strategies like case analysis, peer teaching, role-playing, and simulation exercises. For example, a customer service training for city staff can include role-play scenarios that reflect actual constituent complaints, giving learners a safe space to test new communication strategies and receive feedback. Integrating real-world challenges not only boosts engagement, it also primes staff to transfer these skills directly to their daily responsibilities. The goal is not just to inform but to equip employees to perform more effectively and adaptively in their roles.

Aligning Training With Organizational Needs and Individual Goals

Professional development should not exist in isolation from organizational strategy. Unfortunately, many training sessions are scheduled due to compliance deadlines or as a reaction to one-time events, rather than being part of a coherent development plan. Municipal governments must take a more strategic approach by first conducting training needs assessments that align with broader departmental objectives. This includes soliciting input from both staff and supervisors, analyzing performance data, and identifying skill gaps that directly impact service delivery or regulatory compliance. The U.S. Office of Personnel Management provides detailed guidance on conducting such assessments to ensure that training investments support mission-critical outcomes (Office of Personnel Management 2020)².

At the same time, professional development programs should consider individual employee aspirations and competencies. Offering differentiated learning paths—such as beginner, intermediate, and advanced tracks—can help ensure that all participants are appropriately challenged. For instance, a supervisory development series might include foundational topics like conflict resolution for new managers, while offering advanced sessions on change management or organizational finance for seasoned leaders. When employees see that training is relevant to their career trajectory and their department’s goals, engagement and retention both improve. This dual alignment builds a culture of continuous learning that ultimately benefits the entire organization.

Embedding Reflection and Feedback Into the Learning Cycle

One of the most commonly overlooked components of professional development is structured reflection. Without it, even the best-designed training can result in limited long-term retention. Reflection allows participants to connect new information to existing knowledge, identify areas for improvement, and make plans to apply what they’ve learned. Municipal training programs should include debrief discussions, journaling prompts, or peer feedback activities as a standard part of their instructional design. These elements do not require extensive time investments but can significantly enhance outcomes by encouraging participants to internalize new concepts (Brookfield 2017)³.

Feedback mechanisms should also be multi-directional. Trainers must collect participant feedback not only on the content, but also on the delivery methods, pacing, and applicability. Post-session evaluations should go beyond satisfaction metrics and ask learners to identify specific ways they plan to use the training in their work. A follow-up survey or focus group conducted 30 to 60 days later can gauge whether application has occurred and identify additional support needs. These evaluation strategies help agencies refine future trainings while reinforcing a message of accountability and continuous improvement.

Leveraging Peer Expertise and Internal Capacity

Many municipalities overlook an invaluable resource in professional development: their own workforce. Peer-led training models not only reduce costs but also enhance relevance and credibility. Employees who have successfully implemented a new process or navigated a complex policy change are often best positioned to teach others. These practitioners bring context-specific knowledge and can tailor examples to the unique operational realities of their departments. According to research from the International City/County Management Association, internal subject matter experts are among the most trusted sources of professional learning in local government settings (ICMA 2021)⁴.

Establishing a peer training program requires thoughtful planning, including guidance on instructional techniques, coaching support, and recognition for trainers. Municipalities can pilot this approach by recruiting a cohort of staff to serve as facilitators in areas such as onboarding, compliance, or technology adoption. These individuals should receive basic train-the-trainer instruction, including how to facilitate discussion, manage group dynamics, and assess learning outcomes. Investing in internal trainers not only builds organizational capacity, it also fosters a sense of ownership and pride among staff who contribute to the development of their colleagues.

Sustaining Impact Through Ongoing Learning Opportunities

One-off workshops or annual trainings are insufficient to build the adaptive skills required in today’s government environment. Continuous learning must be embedded into the daily culture of municipal operations. This involves offering microlearning opportunities, such as short video modules or self-paced e-learning, that allow employees to refresh knowledge or gain new skills on demand. The Government Finance Officers Association has highlighted the importance of flexible, accessible learning formats in helping agencies respond quickly to policy changes and evolving community needs (GFOA 2019)⁵.

Additionally, consider integrating learning into existing structures like team meetings or performance reviews. Managers can be equipped to facilitate short, reflective discussions on recent training topics or organizational challenges. Learning can also be supported through mentoring programs, cross-training initiatives, and project-based assignments that allow employees to stretch into new roles. These strategies create a learning ecosystem where development is not confined to the classroom but embedded in the fabric of everyday operations. When professional development becomes a consistent, valued aspect of municipal work life, both individual and organizational performance are more likely to improve.

Bibliography

Knowles, Malcolm S., Elwood F. Holton III, and Richard A. Swanson. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 8th ed. New York: Routledge, 2015.
U.S. Office of Personnel Management. “Training Needs Assessment.” March 2020. https://www.opm.gov/wiki/training/Training-Needs-Assessment.ashx.
Brookfield, Stephen D. Becoming a Critically Reflective Teacher. 2nd ed. San Francisco: Jossey-Bass, 2017.
International City/County Management Association (ICMA). “Learning from Within: The Power of Peer-Led Training.” 2021. https://icma.org/articles/pm-magazine/learning-within-power-peer-led-training.
Government Finance Officers Association (GFOA). “Rethinking Professional Development in Local Government.” 2019. https://www.gfoa.org/materials/rethinking-professional-development.