Abstract/Summary

This study, an action research project to promote a 21st-century adult learning environment in a Phase 1 military training unit, encompasses a Reconnaissance Phase and one extended action research cycle. During the reconnaissance phase, the data collected from an online questionnaire of 360 cadets indicated there where three principal barriers to an andragogical approach: how the cadets were taught, what they were taught and their relationship with the instructors. These findings were verified through a draw and write exercise and a subsequent focus group of a stratified sample of 20 cadets. The first action research cycle focused on a cohort of six instructors undertaking initial training. The data collected from a draw and write exercise and semi-structured interviews indicated that the skills identified were not aligned with those required for the successful implementation of an adult learning environment. The data appeared to suggest that an individual's educational journey and time served in the Armed Forces influence their epistemological and pedagogical belief system. The intervention aimed to allow the pre-service instructors to explore their belief systems. The data collected in this session indicated that it is possible to influence an individual's pedagogical and epistemological beliefs by exploring biases and inconsistencies. During the session, the instructors highlighted areas for improvement in their training. Using a combination of this data and literature, I created a framework illustrating the knowledge and skills required to foster an adult learning environment. I chose to extend the first research cycle and continue to work with the existing cohort of instructors. This phase of the research took place, three months after the instructors had begun their new roles. The intention was to see whether their views on the instructor's role and an adult learning environment had changed after a term in the role of an instructor. The data gathered indicated that these views had become more complex: the participants used the instructor knowledge and skills framework to identify the areas in which they felt underprepared. I updated the framework to reflect their comments and had it peer-reviewed by a stratified sample of experienced instructors. This research indicates that the promotion of a 21st-century adult learning environment in a Phase 1 military unit will require changes across multiple domains, including improving knowledge management and cadet-instructor relationships, upskilling instructors, adjusting the curriculum, and staffing structures and reviewing operating procedures. To help navigate this process, I articulated my findings through the lens of Kotter's (1996) eight-step change process, adapted to illustrate the eight steps that I would recommend the college undertake to promote an adult learning environment.