interpersonal communications

Interpersonal CommunicationsLaw 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 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

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 importantTone = 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 language7% verbal content12% voice quality16% 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 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

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

Listening

Physical BarriersSemantic Barriers (word meaning)

Personal BarriersGender Barriers

Five Stages of Listening

Sense – hear what is important to the speakerInterpret – assign meaning to what is seen,

heard, and feltEvaluate – determine the speaker’s credibility

and message’s importanceRespond – react to the speech, usually

through nonverbal cuesRemember – 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 PropertyDate and timeExact locationOther 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 committedThe type of property involvedThe means of transportation used, if anyStatements made

◦Speech impediments◦Unusual words or phrases

Where and When?

Exact time and location the offense occurred

Reference points, maps usedType 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-takingOfficer separates factsNot relying on memoryHelps prepare for court

Rules for Complete Note-Taking

Record only important informationAlternate between listening and

writingAsk questions then review notes

Characteristics of a Good Report

AccurateConcise and explicitCompleteClearLegibleObjectiveGrammatically correctCorrect spelling

Organizing the Report

Gather informationAnalyze the factsOrganize the information

◦Chronologically◦Categorically◦Both

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!

Types of Reports

Incident Report or Offense ReportMiscellaneous Incident Report (non-

criminal or minor offenses)Arrest ReportSupplemental ReportField Interview Card (developing

intelligence)

Resources

Arlington Police Academy training/TCLEOSE standards

Hamilton, Cheryl. Communicating for Results. Wadsworth, Thomson Learning. U.S., 2001