Law enforcement in-service training programs should reflect Malcolm Knowles' theory of andragogy developed specifically for adult learners. Andragogy emphasizes the self-directedness of adults, a characteristic that has implications for adult preferences for gaining new knowledge and learning new skills. In structuring a learning environment for adults, it is important to include case studies, role-plays, simulations, and self-evaluation, with the instructor acting more as a facilitator or resource than a lecturer. In addition to catering to the self-directedness of adults, adult learning environments should build upon the accumulated experience and existing knowledge already acquired. Adults also have an orientation toward functional and problem-oriented learning, which means that what occurs in the learning environment must clearly provide them with the knowledge and skills to achieve desired outcomes in managing situations outside the learning environment. Adult learning not only involves the acquisition of new knowledge or information, but also the integration of the knowledge into perceptions, attitudes, decisions, and behavior that produces outcomes to be analyzed according to desired objectives. Learning for law enforcement thus involves change in the trainees in accordance with the performance behaviors, attitudes, and problem-solving that best serves the mission of the law enforcement agency. Opportunities to practice and assess such changes should be part of what occurs in the learning environment, and the desired changes should be further reinforced through performance evaluations in the field. The transfer of training to on-the-job attitudes and behaviors must be supported and encouraged within the culture of the organization. In evaluating training programs, agencies should focus on the training outcomes reflected in a trainee's performance in the field. This performance should be assessed in terms of knowledge, skill, results, and attitudes/motivation. 16 notes