Interpersonal Communications Law Enforcement II

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.

Goals of Communication Increased officer safety Enhanced 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

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.

Delivery System 93% of your success in communication depends on the delivery system used. Tone is extremely important Tone = Attitude

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.

Frame of Reference Sender and receiver’s background and experiences ◦Education ◦Race ◦Sex ◦Personality ◦Culture

Codes Code – a symbol that carries the message Three types of code: ◦Language (verbal) ◦Paralanguage (vocal) ◦Nonverbal (visual)

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

Kinetic Communication 65% body language 7% verbal content 12% voice quality 16% misc symptoms Verbal kinetic signals are easier to control than non-verbal

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

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

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

Facial Expressions Comprises most nonverbal communication Often difficult to interpret The 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

Body Movements/Gestures Emblems –carry an exact verbal meaning Illustrators –add to or clarify verbal meaning Regulators – control the flow of a conversation Adapters – habitual movements we use in times of stress

Listening Physical Barriers Semantic Barriers (word meaning) Personal Barriers Gender Barriers

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

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

Information Noted People’s descriptions, from head to toe Other Property Date and time Exact location Other important info

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.

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

What? The type of offense committed The type of property involved The means of transportation used, if any Statements made ◦Speech impediments ◦Unusual words or phrases

Where and When? Exact time and location the offense occurred Reference points, maps used Type of victims, witnesses, and suspects in relation to crime

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

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

Advantages of Field Notes Provides recall at a later time and date Advantages of field note-taking Officer separates facts Not relying on memory Helps prepare for court

Rules for Complete Note-Taking Record only important information Alternate between listening and writing Ask questions then review notes

Characteristics of a Good Report Accurate Concise and explicit Complete Clear Legible Objective Grammatically correct Correct spelling

Organizing the Report Gather information Analyze the facts Organize the information ◦Chronologically ◦Categorically ◦Both

Elements of a Report Verify that the offense or incident occurred Identify leads and solvability factors Communicate the circumstances of the crime or incident Identify the investigative tasks completed and those to be completed Don’t forget to ask if the victim wants to prosecute!

Types of Reports Incident Report or Offense Report Miscellaneous Incident Report (non- criminal or minor offenses) Arrest Report Supplemental Report Field Interview Card (developing intelligence)

Resources Arlington Police Academy training/TCLEOSE standards Hamilton, Cheryl. Communicating for Results. Wadsworth, Thomson Learning. U.S., 2001