Volume 8, Edition 1Conference Edition 2018
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ILEETA Journal Archive
2018
Training knowledge worth preserving
The four 2018 editions show ILEETA trainers pressing harder on evidence, evaluation, meaningful learner participation, scenario quality, empathy, leadership, wellness, and the habits that either support or obstruct excellent performance. The conference edition also marks the association’s move to St. Louis as a new gathering place for the training community.
A note for today’s reader: These articles are preserved in their original historical setting. Law, policy, technology, terminology, medical knowledge, and training practice may have changed. Read the complete article, then compare it with current authority before applying its recommendations.
Volume 8, Edition 1Conference Edition 2018
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Volume 8, Edition 2Spring 2018
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Volume 8, Edition 3Fall 2018
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Volume 8, Edition 4Winter 2018
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Volume 8, Edition 1
Conference Edition 2018
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The conference edition welcomes members to St. Louis and previews instruction across officer safety, force, decision-making, instructor development, wellness, research, engagement, failure, and national training standards.
Featured reading
Learn to Fail or Fail to Learn
Der argues that experience becomes a teacher only when people examine it. Failure can expose faulty assumptions, weak preparation, or ineffective strategy, but embarrassment and defensiveness often prevent learners from using the information. Trainers can normalize productive failure by setting clear boundaries, creating psychologically safer practice, and leading reflection that focuses on decisions and adjustments rather than personal worth. The goal is neither careless experimentation nor celebrating poor performance. It is to make errors visible early, while consequences are controlled, and turn them into specific changes before officers confront the same problem in the field.
Topics: Failure; reflective practice; learning culture; psychological safety
Citation: Jason Der. (2018). Learn to Fail or Fail to Learn. The ILEETA Journal, 8(1), 48-49.
The Trainer as a Researcher
Kinnaird invites trainers to recognize that research is already part of their work. Every time an instructor compares methods, checks a claim, studies an incident, evaluates performance, or asks whether a program achieved its purpose, the instructor is engaged in inquiry. The article encourages a more deliberate approach: define the question, seek credible information, separate evidence from assumption, and share findings honestly. Research need not belong only to universities. Trainers who investigate their own practice can strengthen lesson content, challenge inherited beliefs, and contribute useful knowledge to the wider profession.
Topics: Research literacy; evidence-based training; evaluation; professional inquiry
Citation: Brian A. Kinnaird. (2018). The Trainer as a Researcher. The ILEETA Journal, 8(1), 51-52.
Volume 8, Edition 2
Spring 2018
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The spring edition ranges from firearms and vehicle-operations performance to emotional intelligence, mentoring, e-learning, communication, music, resilience, and the question of whether training actually resembles the job.
Featured reading
Why Doesn’t the Training Align With the Job?
Avery asks trainers to compare the structure of a course with the way officers actually work. Real calls do not arrive in a tidy progression from simple to complex, nor do operational skills remain separated into convenient blocks. Training that follows administrative tradition rather than job demands may leave learners unable to combine knowledge under pressure. The article encourages designers to begin with authentic performance, identify the decisions and conditions officers face, and then build practice around them. Alignment means more than relevant content; sequence, context, assessment, and transfer must also resemble the work.
Topics: Training transfer; job alignment; authentic practice; curriculum design
Citation: Kerry Avery. (2018). Why Doesn’t the Training Align With the Job?. The ILEETA Journal, 8(2), 20-21.
Volume 8, Edition 3
Fall 2018
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The fall issue addresses force training, school safety, OC products, trainer selection, creativity, ethics, stress, scenario construction, and excellence as an active professional habit.
Featured reading
Lessons in Scenario Training
Avery looks to healthcare simulation for lessons that transfer to law-enforcement scenarios. Effective exercises require clear outcomes, realistic boundaries, prepared role players, deliberate observation, and debriefing that helps participants reconstruct decisions. Scenario complexity should serve learning rather than spectacle. The article also highlights the importance of instructor training: subject expertise alone does not guarantee skill in facilitating simulations or feedback. By borrowing tested practices from another high-consequence profession, trainers can improve consistency, reduce avoidable confusion, and make each scenario a structured opportunity to think, act, and learn.
Topics: Scenario design; debriefing; healthcare simulation; instructor preparation
Citation: Kerry Avery. (2018). Lessons in Scenario Training. The ILEETA Journal, 8(3), 26-27.
Volume 8, Edition 4
Winter 2018
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The winter edition closes the year with leadership, learning games, empathy, wellness, heart-attack recognition, positive psychology, firearms training, and a challenge to move beyond familiar educational taxonomies.
Featured reading
Challenging Traditional Taxonomy: Creating Significant Learning Experiences
Mazeski questions whether familiar objective-writing taxonomies are enough to guide complex law-enforcement learning. Measurable verbs remain useful, but significant learning also involves integration, human meaning, application, self-awareness, and continued development after the course ends. The article encourages instructors to think beyond isolated knowledge checks and consider how an experience changes what learners notice, value, connect, and do. For trainers working with judgment, leadership, ethics, and interpersonal performance, this broader lens can help shape activities and assessments that matter beyond the classroom and support continued learning throughout a career.
Topics: Learning taxonomy; significant learning; outcomes; instructional design
Citation: Jason Mazeski. (2018). Challenging Traditional Taxonomy: Creating Significant Learning Experiences. The ILEETA Journal, 8(4), 21-22.