Volume 4, Edition 1Conference Edition 2014
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ILEETA Journal Archive
2014
Training knowledge worth preserving
The 2014 ILEETA Journal captures a year of visible renewal. A redesigned conference edition introduced a more flexible digital format, combined officer safety with use of force, and expanded reviews into a broader resources section. The two issues available here pair operational subjects with a strong emphasis on how instructors design, measure, and adapt training.
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 4, Edition 1Conference Edition 2014
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Volume 4, Edition 2Summer 2014
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Volume 4, Edition 1
Conference Edition 2014
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The conference edition introduced the redesigned Journal under editor Roy Bethge. Its sections address officer safety and use of force, instructor development, leadership, coaching, learning outcomes, technology, and training resources.
Featured reading
Be Like the Cockroach
Willis uses the contrast between extinct dinosaurs and adaptable cockroaches to challenge instructors who rely on reputation, tradition, or past success. Training programs, he argues, must continue evolving as threats, learners, evidence, and operational conditions change. The article asks trainers to examine whether their courses reflect genuine improvement or merely repeat familiar material. Its memorable metaphor carries a serious professional message: expertise is not a permanent status, and survival belongs to instructors and organizations willing to question assumptions, learn from others, and adapt before circumstances force the issue.
Topics: Adaptability; instructor development; organizational learning; training culture
Citation: Brian Willis. (2014). Be Like the Cockroach. The ILEETA Journal, 4(1), 6-7.
Applied Behavior Analysis and Precision in Law Enforcement Training
Meador and Corso introduce applied behavior analysis as a way to define, observe, measure, and improve officer performance. Instead of relying on broad labels such as attitude, awareness, or competence, trainers are encouraged to identify specific behaviors and the conditions that strengthen or weaken them. The authors discuss feedback, reinforcement, practice, and measurement through law-enforcement examples. For instructors, the value lies in precision: clearly stated behavior makes training easier to evaluate and correct. The article reflects ILEETA’s growing interest in evidence-based methods and defensible performance standards.
Topics: Applied behavior analysis; measurement; feedback; performance standards
Citation: Jim Meador and Kent A. Corso. (2014). Applied Behavior Analysis and Precision in Law Enforcement Training. The ILEETA Journal, 4(1), 20-23.
Learning Outcomes 101
Avery explains how measurable learning outcomes connect course purpose, instructional activity, and evaluation. She distinguishes broad intentions from statements describing what learners should be able to do and introduces cognitive, affective, and psychomotor domains. The practical emphasis is alignment: trainers should choose teaching methods and assessments only after deciding what successful performance looks like. The article gives instructors a compact starting point for moving beyond topic lists or content-heavy lesson plans. It also demonstrates the Journal’s effort to translate educational theory into language that working law-enforcement trainers could use immediately.
Topics: Learning outcomes; instructional design; assessment; curriculum alignment
Citation: Kerry Avery. (2014). Learning Outcomes 101. The ILEETA Journal, 4(1), 35-36.
Volume 4, Edition 2
Summer 2014
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The summer issue continues the redesigned format with research on investigative interviewing, firearms coaching, counter-control, law, generational learning, mobile applications, and online education.
Featured reading
Dynamic Assessment: Interviews
Zimmerman summarizes research into how experienced interviewers gather information while managing uncertainty, competing goals, and changing subject behavior. Interviewers continually monitor the subject, themselves, the credibility and relevance of information, and the effectiveness of questioning strategies. Rapport, disclosure, pressure, timing, and adaptability become decisions rather than fixed steps. The article gives trainers a model for discussing interviewing as a dynamic cycle of assessment, action, and reassessment. It also cautions against treating isolated nonverbal behavior as a foolproof sign, emphasizing change, context, and the developing interaction.
Topics: Investigative interviewing; dynamic assessment; rapport; decision-making
Citation: Laura Zimmerman. (2014). Dynamic Assessment: Interviews. The ILEETA Journal, 4(2), 5-8.
Teaching and Coaching Styles: Doctrine, Dogma and Firearms Instructors
Fletcher argues that firearms instructors should distinguish sound doctrine from rigid dogma. Officers differ in body structure, experience, learning needs, and the problems they must solve; one preferred stance or teaching method may not serve every learner. The instructor’s task is to preserve safety and performance standards while remaining flexible about how students reach them. Fletcher encourages coaching, observation, and individualized correction rather than forcing every shooter into the instructor’s personal style. The article is a direct appeal for humility: professional trainers should adapt their methods to the officer, not the reverse.
Topics: Firearms coaching; learner differences; instructional flexibility; training doctrine
Citation: Todd Fletcher. (2014). Teaching and Coaching Styles: Doctrine, Dogma and Firearms Instructors. The ILEETA Journal, 4(2), 25-27.