Making Nines and Ones from the Eighty

“Out of every one hundred men, ten shouldn't even be there, 80 are just targets, nine are the real fighters, and we are lucky to have them, for they make the battle. Ah, but the one, one is a warrior, and he will bring the others back.” Heraclitus, ca. 500 BC1

Co-author Ken Murray uses this quote metaphorically when discussing training development by law enforcement instructors. There are instructors who typify the law enforcement metaphor of the Nines and Ones in knowledge, skill, and ability. Nines and Ones often become instructors who then develop training programs from their perspective. The problem is- the Eighty may not be immediately willing or capable of meeting the instructional perspectives and expectations of the Nines and Ones.

U.S. Air Force Chief Master Sergeant Timothy Wieser2 disagrees with Heraclitus that the Eighty are “just targets.” He contends the Eighty are those who come to work every day and rarely receive credit for the work they do. They are the “quiet professionals.” Without the Eighty, law enforcement, like the Air Force, could not function. We agree with Wieser.

As desirable as having an agency full of Nines and Ones may be, we cannot turn every Eighty into a Nine or a One. However, we can prevent turning an Eighty into a Ten. Unrealistic Law Enforcement training programs coupled with instructors who establish unreasonable objectives and expectations, or who create an environment where students are harassed, hazed, and abused are sending valuable assets toward the exit door. Can we afford to needlessly lose students in this current environment of recruiting and retention problems? Do these programs and instructors contribute to the overall capabilities and wellness of their fellow Law Enforcement Officers (LEOs)? How many agencies have lost promising recruits or established LEOs due to unrealistic or abusive training programs and instructors? Many of us can relate stories of unrealistic instructor expectations or abuse. This may be evident when students refuse to attend in-service training or resign from the agency instead of “toughing it out” and staying.

Professional, well structured training programs and instructors employ training strategies which optimize the training environment to facilitate learning transfer and retention. In addition to the physical safety requirements, professional training programs also create safety cultured environments3  which will foster learning and development. Safety cultured environments3 are psychologically safe, informed, accept problem reporting, are just, flexible, and foster learning.

Psychological safety may be defined as a state of mind or an environment where employees share the belief they can take risks, make mistakes, learn from those mistakes, speak up, and voice concerns.3,4 An informed culture3 shares knowledge for the greater good and values the students. A reporting culture3 encourages students to share their failures so others may learn. The just culture3 is one where students feel safe, and may even be rewarded, for sharing information even if the information is a negative reflection of themselves. They are not punished for sharing. A flexible culture3 understands the need to change and grow. Finally, the learning culture3 is one of a shared organizational value and considers the learners and their needs. Psychological safety is critically important for creating a cognitive state which allows learning to occur and improve outcomes.5 Improved outcomes foster improved performance. Improved performance reduces undesirable outcomes on the street, in the jails, and in the courts.

We are not saying that a training environment should be devoid of stress and pressure. Training should be contextually relevant to the performance expectations of the agency. An often-used argument for some instructional abuse relates to inoculating employees for the inevitable abuse they will receive in the field.

It is true LEOs face significant verbal and physical abuse in the field. We simply argue that preparing students for the abuse via contextually relevant training scenarios is far more effective than standing in their face screaming at them. Using effective, contextual, and relevant training programs, the student will learn to respond ethically and within the law and agency policy. Additionally, students will not see the instructor, the training program, the agency, or the occupation as a source of physical, psychological, and emotional abuse.

Stated another way. If an agency leader is serious about overall employee wellness, then using properly constructed, well trained and ethically minded instructors will contribute to a desired learning state by the employee. Students must meet defined training objectives. When students do not meet those objectives, remedial training is provided. If the student has had ample remedial training, but does not meet performance objectives, then the agency should discuss the situation with the student. The agency should reassign them or allow them to resign. And if it becomes necessary, terminate their employment.

Properly teaching students through contextually relevant training, in a safety culture, allows them to understand the rules and develop the knowledge and skills necessary to mitigate error in the field.6 Academy recruits rarely have complete understanding of the rules (laws, policies, procedures), coupled with the knowledge (experience) when to employ those rules, in conjunction with the skills (talking, fighting, shooting, leaving7) necessary to effectively do their job. Harassing, hazing, and abusing them is not going to correct their lack of understanding and development.

As a profession, whether as an agency head, training manager, or an instructor, if you are tired of seeing your students, employees, or fellow LEOs drowning in a river of frustration and anger to the point they resign, go upriver and find out why they are in the river in the first place. Then stop whoever, or whatever is pushing them into the river.

References

1.     Murray, K. (n.d.) Reality based training instructor certification. RBTA.net. Retrieved https://rbta.net/course-descriptions/

2.     Wieser, T. (2021, November 29). Thank the 80. Minot Airforce Base Public Affairs. Retrieved https://www.minot.af.mil/News/Article-Display/Article/2845759/thank-the-80/

3.     Pupulidy, I., & Vesel, C. (2023). Human & Organizational potential. Dynamic Inquiry, LLC. pp. 135-157.

4.     Newman, A., Donohue, R., & Eva, N. (2017). Psychological safety: A systematic review of the literature. Human Resource Management. 27(3), 521-535. DOI:10.1016/j.hrmr.2017.01.001

5.     Dekker, S., & Conklin, T. (2022). Do safety differently. Pre-Accident Investigation Media. p. 5.

6.     Reason, J. (1990). Human error. Cambridge University Press.

7.     Murray, K., & Haberfeld, M. R. (2021). Use of force training in law enforcement: A reality based approach. Springer Briefs in Criminology, Springer Briefs.

This article was originally written by Matt Bloodgood and co-authored by Kenneth Murray. It was published in the Fall 2024 International Law Enforcement Educators and Trainers Association journal. https://www.ileeta.org/ileeta-journal-fall-edition-2024/