interpersonal communications law enforcement ii. objectives the student will be able to: use...
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Interpersonal CommunicationsLaw Enforcement II
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Objectives
The student will be able to:Use communication skills to evaluate
body language, gestures, verbal tone, and inflection.
Use interpersonal communication skills.Use writing skills to facilitate effective
field note taking and report writing, such as police incident reports.
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Goals of Communication
Increased officer safetyEnhanced professionalism
◦Fewer complaints◦Less vicarious liability◦Less personal stress
“Communication is the process of people sharing thoughts, ideas, and feelings with each other in commonly understandable ways.”
- Cheryl Hamilton
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Harmonizing Role and Voice
The following elements of a communicator change the behavior of the listener:
Message content 7-10%Voice 33-40%Body language 50-60%
Communication is both intentional and unintentional.
People believe the voice rather than the role.
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Delivery System
93% of your success in communication depends on the delivery system used.
Tone is extremely importantTone = Attitude
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Encoding and Decoding
Encoding – the process of putting a message into the form in which it is to be communicated.
Decoding – the process the receiver goes through while trying to interpret the exact meaning of a message.
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Frame of Reference
Sender and receiver’s background and experiences◦Education◦Race◦Sex◦Personality◦Culture
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Codes
Code – a symbol that carries the message
Three types of code:◦Language (verbal)◦Paralanguage (vocal)◦Nonverbal (visual)
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Codes (continued)
Language◦Written or spoken
words◦Communicates
thoughts and feelings
Paralanguage◦Tone of voice◦Pitch◦Rate◦Volume◦Emphasis
Nonverbal◦Intentional◦Unintentional◦Facial expressions◦Eye contact◦Gestures◦Appearance◦Posture◦Size
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Kinetic Communication
65% body language7% verbal content12% voice quality16% misc symptoms
Verbal kinetic signals are easier to control than non-verbal
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Channel of Message
Determining the most appropriate channel:◦Importance of the message◦Needs and abilities of the receiver◦The amount and speed of feedback◦The necessity of a permanent record◦Cost of the channel◦The level of formality or informality desired
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Feedback
Feedback – verbal and visual responses to a message◦Improves the accuracy and productivity of
individuals and groups◦Increases employee satisfaction with the job
Less role conflict Lower stress Less absenteeism Lower turnover
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Communication Barriers
Noise – anything that interferes with communication by distorting or blocking out the message
Environment – the time, place, and physical and social surroundings
Climate – organizations, and social and work environment
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Facial Expressions
Comprises most nonverbal communication
Often difficult to interpretThe eyes have the most expressive and
profound impact on communication.◦Shows interest and attentiveness◦Signals wish to participate or be left alone◦Controls the flow of communication
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Body Movements/Gestures
Emblems –carry an exact verbal meaningIllustrators –add to or clarify verbal
meaningRegulators – control the flow of a
conversationAdapters – habitual movements we use
in times of stress
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Listening
Physical BarriersSemantic Barriers (word meaning)
Personal BarriersGender Barriers
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Five Stages of Listening
Sense – hear what is important to the speaker
Interpret – assign meaning to what is seen, heard, and felt
Evaluate – determine the speaker’s credibility and message’s importance
Respond – react to the speech, usually through nonverbal cues
Remember – retain parts of the message in memory
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Field Notes
Brief notations concerning specific events and circumstances that are recorded while still fresh in the officer’s mind; they are used to prepare a report.
Uses◦Report Writing◦Courtroom
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Information Noted
People’s descriptions, from head to toe
Other PropertyDate and timeExact locationOther important info
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Information Noted (continued)
Vehicles:◦C– color (top-to-bottom)◦Y– year model◦M– make (manufacturer)◦B– body style (2dr, 4dr)◦A– and◦L– license plate ◦S– state (license plate)◦Any other distinguishing marks, damage, stickers, etc.
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Who?
Persons involved should be identified by roles: suspect, victim, etc.◦Correct spellings◦Complete name, home address and phone
number, and work address and phone number◦Any aliases used◦Sex and race◦Occupation, if employed◦Student/school
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What?
The type of offense committedThe type of property involvedThe means of transportation used, if anyStatements made
◦Speech impediments◦Unusual words or phrases
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Where and When?
Exact time and location the offense occurred
Reference points, maps usedType of victims, witnesses, and suspects
in relation to crime
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Why? and How?
Why◦Motive or cause◦Revenge◦Monetary gain◦Drug addiction◦Accidental
How◦Event occurred◦Property obtained◦Suspect approached◦Suspect gained access/entry
◦Exited/left the scene
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Two Systems of Note-Taking
Permanent – must contain all pertinent information because it is subject to review by court
Temporary – should be thorough and organized even though they will be discarded after the report is written
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Advantages of Field Notes
Provides recall at a later time and date
Advantages of field note-takingOfficer separates factsNot relying on memoryHelps prepare for court
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Rules for Complete Note-Taking
Record only important informationAlternate between listening and
writingAsk questions then review notes
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Characteristics of a Good Report
AccurateConcise and explicitCompleteClearLegibleObjectiveGrammatically correctCorrect spelling
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Organizing the Report
Gather informationAnalyze the factsOrganize the information
◦Chronologically◦Categorically◦Both
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Elements of a Report
Verify that the offense or incident occurred
Identify leads and solvability factorsCommunicate the circumstances of the
crime or incidentIdentify the investigative tasks completed
and those to be completedDon’t forget to ask if the victim wants to
prosecute!
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Types of Reports
Incident Report or Offense ReportMiscellaneous Incident Report (non-
criminal or minor offenses)Arrest ReportSupplemental ReportField Interview Card (developing
intelligence)
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Resources
Arlington Police Academy training/TCLEOSE standards
Hamilton, Cheryl. Communicating for Results. Wadsworth, Thomson Learning. U.S., 2001