Volume 12, Edition 1Conference Edition 2022
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ILEETA Journal Archive
2022
Training knowledge worth preserving
The 2022 Journal shows ILEETA fully engaged in both recovery and renewal. The four editions return repeatedly to learning science, performance under pressure, culture, leadership, field training, defensive tactics, PTSD, investigative interviewing, and the difference between evaluating a decision and merely judging its outcome.
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 12, Edition 1Conference Edition 2022
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Volume 12, Edition 2Spring 2022
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Volume 12, Edition 3Fall 2022
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Volume 12, Edition 4Winter 2022
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Volume 12, Edition 1
Conference Edition 2022
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The conference edition welcomes members to St. Louis and the Emerson Hour, then ranges across firearms, active-shooter response, leadership, stress, learning science, reporting, PTSD, drones, readiness, and course design.
Featured reading
Practice What You Suck At
Fletcher challenges instructors and shooters to spend less time displaying strengths and more time developing weaknesses. Familiar drills can reward ego while leaving important gaps untouched. Improvement requires honest diagnosis, focused repetitions, appropriate difficulty, feedback, and enough humility to perform poorly while learning. The article applies the idea to marksmanship, weapon handling, speed, accuracy, and work under time pressure, but the principle extends across training disciplines. Practice should not merely confirm what an officer can already do. It should reduce the likelihood that an avoided weakness becomes the point of failure.
Topics: Deliberate practice; firearms; weakness; instructor humility
Citation: Todd Fletcher. (2022). Practice What You Suck At. The ILEETA Journal, 12(1), 9-10.
Process-Based Learning vs. Outcomes-Based Learning
Mafnas contrasts instruction centered on completing prescribed steps with training centered on achieving a defensible result under changing conditions. Process matters, especially for safety and foundational skill, but rigid sequences can fail when the real problem does not match the script. Outcomes-based learning defines the mission, constraints, and standards while allowing learners to select and adapt methods. The article uses military and special-tactics examples to show how purpose can guide initiative. For law-enforcement trainers, the challenge is balancing necessary procedure with judgment, creativity, accountability, and the ability to respond when conditions change.
Topics: Outcomes-based learning; process; adaptability; mission
Citation: Tony Mafnas. (2022). Process-Based Learning vs. Outcomes-Based Learning. The ILEETA Journal, 12(1), 31-32.
Volume 12, Edition 2
Spring 2022
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The spring edition explores gaze training, gun grappling, research, conference experience, imposter syndrome, reform, interviewing, resilience, and continuing debates about policing.
Featured reading
What Does the Research Say?
Avery surveys findings from cognitive psychology that challenge common assumptions about how people learn. Research on retrieval, spacing, practice, feedback, memory, and instructional method offers useful direction, but individual studies also have limits and new evidence can change interpretation. The article models an important habit for trainers: ask what the research says without turning a single finding into permanent doctrine. Evidence should inform professional judgment, not replace it. An instructor who remains curious, checks sources, and updates a course when stronger information appears is practicing the kind of learning expected from students.
Topics: Learning science; research literacy; retrieval; evidence
Citation: Kerry Avery. (2022). What Does the Research Say?. The ILEETA Journal, 12(2), 15-16.
Volume 12, Edition 3
Fall 2022
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The fall issue addresses lessons learned, outcome bias, smaller-stature officers, culture, flow-state field training, fundamentals, systematic improvement, crime, interviewing, and professional reading.
Featured reading
Outcome Bias in Evaluating Police Training
Carlson explains outcome bias: the tendency to judge a decision by how events turned out rather than by the information and reasoning available when the choice was made. In training, identical decisions may be praised after a favorable result and condemned after an unlucky one. That inconsistency can distort feedback and teach officers to chase outcomes they cannot fully control. Evaluators should examine cue recognition, options, risk, policy, timing, and decision process. A good result can follow a poor decision, and a sound decision can still produce harm. Training must help learners understand both.
Topics: Outcome bias; evaluation; decision process; scenario feedback
Citation: Robert Carlson. (2022). Outcome Bias in Evaluating Police Training. The ILEETA Journal, 12(3), 9-10.
Volume 12, Edition 4
Winter 2022
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The winter edition looks ahead to changing technology and learning practice while revisiting force, firearms, instructor expertise, leadership, seasonal wellness, psychiatric medication, autism, museums, and ethics.
Featured reading
Where Is Training Going?
Avery looks beyond law enforcement to trends in the wider learning-and-development field. Artificial intelligence, virtual and augmented reality, wearable devices, data, and increasingly personalized access may change when and how people learn. New technology, however, does not remove the need for clear objectives, sound content, practice, feedback, and human judgment. Trainers should explore emerging tools without confusing novelty with effectiveness. The useful question is not whether a platform appears futuristic, but whether it helps officers learn, retain, transfer, and perform. Curiosity and disciplined evaluation must advance together.
Topics: Future of training; technology; artificial intelligence; learning design
Citation: Kerry Avery. (2022). Where Is Training Going?. The ILEETA Journal, 12(4), 21-22.