Interpersonal Communications
Course
Law
Enforcement II
Unit I
Careers in Law
Enforcement
Essential
Question
How does
communication
affect the role of
the public safety
professional?
TEKS
§130.294(c)
(1)(A)(B)(C)
Prior Student
Learning
Conflict
Resolution
Estimated Time
6 hours
Rationale
Every individual will have to communicate with others on a daily basis
throughout his or her lifetime. It is important for the student to understand
the important role that communication plays in Law Enforcement.
Objectives
The student will be able to:
1. Use communication skills to evaluate body language, gestures, verbal
tone, and inflection
2. Use interpersonal communication skills
3. Use writing skills to facilitate effective field note taking and report
writing, such as police incident reports
Engage
Select an item for the students to describe, such as a stuffed animal. Place
the item at the front of the room or display it for the students to see. Give
them a set amount of time and have them write a description of the object.
Once they have written their description, ask for a volunteer. Have the
volunteer come to the board. Ask for someone who thinks they have a good
description of the object. Have the first volunteer literally draw the object
that the other student is describing. Remind the person drawing that they
are to assume that they do not know what the object looks like. They can
only draw based on the description given. Allow several students to draw
and give descriptions. The Writing Rubric may be used.
Key Points
I. Goals of communication
A. Increased officer safety
B. Enhanced professionalism
1. Fewer complaints
2. Less vicarious liability
3. Less personal stress
II. Role and voice
A. Communication is both intentional and unintentional
B. Content – 7-10% of the message content will change a listener’s
behavior
C. Voice – 33-40% of voice will change a listener’s behavior. When a
person’s role and voice conflict, people believe the voice
D. Body language – 50-60% of body language changes a listener’s
behavior
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III. Delivery system
A. 93% of your success in communication depends on the delivery
system used.
B. Tone is extremely important
C. Tone = Attitude
IV. Models of Communication
A. Encoding – the process of putting a message into the form in which it
is to be communicated
B. Decoding – the process the receiver goes through while trying to
interpret the exact meaning of a message
C. Frame of Reference – background and experience used to decode
messages. Each person’s frame of reference is different based on
his or her education, race, sex, culture, personal experiences, family
background, attitude, and personality
D. Code – a symbol that carries the message
1. Language (verbal code) – spoken or written words used to
communicate thoughts and emotions
2. Paralanguage (vocal code) – vocal elements that go along with
spoken language, including tone, pitch, rate, volume, and
emphasis
3. Nonverbal (visual code) – intentional and unintentional means,
other than writing or speaking, with which a person sends a
message, including facial expression, eye contact, gestures,
appearance, posture, size and location
E. Kinetic Communication
1. Communication is 65% body language, 7% verbal content, 12%
voice quality and 16% miscellaneous symptoms
2. People can control the intentional signals of communication
more easily than the non-verbal signals
F. Channels of communication – the method used to deliver a message
1. Importance of the message – really important messages usually
require face-to-face communication
2. Needs and abilities of the receiver – some respond well to
written communication, whereas others do better with face-toface communications
3. The amount and speed of feedback required – complicated
messages, and those requiring immediate feedback, are best
delivered face-to-face
4. Necessity of a permanent record – written communication can be
used to verify a conversation
5. Cost of the channel – the methods of delivery cost more or less
depending on the method chosen. Written communication is
often less expensive than the cost to transport employees for a
personal meeting
6. The level of formality or informality desired – written
communication is often considered to be less formal than memos
or newsletters
G. Feedback – can be both visual and verbal responses to a message.
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It often improves productivity and employee satisfaction
H. Communication Barriers
1. Noise – interferes, distorts, or blocks communication (internal or
external)
2. The environment – the physical setting in which communication
occurs
a. Physical environment – the size of the room, brightness of
the lights, room temperature, comfort, and arrangement of
the chairs
b. Social environment – the relationships of the people present
3. Climate – an organization’s social and work environment
4. Facial Expressions
a. Make up most of nonverbal communication
b. Often difficult to interpret
c. The eyes have the most expressive/profound impact on
communication
(1) Shows interest and attentiveness
(2) Signals whether someone wishes to participate or be left
alone
(3) Controls flow of communication
V. Four Categories of Body Movements
A. Emblems – body movements and gestures that carry a specific
meaning. Example: a police officer lifting his hand, palm toward you
(indicating for you to stop)
B. Illustrators – intentional movements that add to or take away from a
meaning. Example: pointing in a specific direction when giving driving
instructions
C. Regulators – control the flow of a communication. Example: eye
contact is broken, which could indicate the need to wrap up the
discussion
D. Adaptors – habitual gestures and movements used under stress that
often contradict the message being sent. Gestures contradict the
verbal message
VI. Listening
A. Barriers
1. Physical barriers such as hearing loss, noisy office equipment,
and loud conversation
2. Semantic Barriers – a word’s meaning is different based on the
frame of reference
3. Personal Barriers such as illness, fatigue, stress, and attitudinal
biases
4. Gender Barriers
a. Males
i. Talk more often and longer
ii. Communication as a competitive tool
iii. Interrupt more often
b. Females
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i. Communication is a cooperative tool
ii. Discussions through initiating topics
iii. Make supportive responses
B. Five Stages of Listening
1. Sense – hear what is important to the speaker
2. Interpret – assign meaning to what is seen, heard, and felt
3. Evaluate – determine the speaker’s credibility and the message’s
importance
4. Respond – react to speech, usually through nonverbal cues
5. Remember – retain parts of the message in memory
VII. 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
A. Uses
1. Report writing
a. Provides the basis for a report
b. Reduces the need to contact the parties involved
c. Greater accuracy relative to time, statements, and events
than memory alone
2. Court
a. Notes used in court are subject to scrutiny by the court
b. If placed in evidence, they may not be available until
released by the court
c. Non-police information should not be written in the notebook
(personal comment or other unrelated info)
B. Information contained in the notebook
1. People’s descriptions, from head to toe
2. Vehicles
a. C– color (top-to-bottom)
b. Y– year model
c. M– make (manufacturer)
d. B– body style (2dr, 4dr)
e. A– and
f. L– license plate
g. S– state (on the license plate)
h. Any other distinguishing marks, damage, stickers, etc.
3. Other Property
a. Manufacturer
b. Model name
c. Model number
d. Serial number
e. Cost/value
f. Color
g. Size
h. Style
i. Purpose, if not obvious
4. Dates and times
5. Exact location of an occurrence
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6. Persons involved in the crime scene
7. Other important information
a. Case number
b. Location and chain of evidence/custody
c. Assisting officer activity
C. Type of incident
D. Questions
1. Who?
a. Roles (suspect, victim, etc.)
b. Correct spellings
c. Complete name, home address and phone number, and
work address and number
d. Any aliases used
e. Sex and race
f. Occupation, if employed
g. Student/school
2. What?
a. Type of offense committed
b. Type of property involved
c. Means of transportation used, if any
d. Statements made
e. Speech impediments
f. Unusual words or phrases
3. When? (exact time the offense occurred)
4. Where?
a. Exact location the offense occurred
b. Reference points, maps used
c. Type of victims, witnesses, suspects in relation to the crime
5. Why?
a. Motive or cause
b. Revenge
c. Monetary gain
d. Drug addiction
e. Accidental
6. How?
a. The crime occurred
b. The property was obtained
c. The suspect was approached
d. The suspect gained access/entry
e. The suspect left the scene
E. Two systems of note-taking
1. The permanent record must contain all pertinent information
because it is subject to review by the court
a. Record the officer’s name and number on the notebook
b. Be neat in recording
c. Keep the pages intact and in sequence
d. Record the day and time in sequence
e. Record notes at the scene follow-up in sequence
f. Keep permanently
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2. The temporary record should be thorough and organized even
though they will be discarded after the report is written
F. Advantages of field note-taking
1. Provides recall at a later time and date
2. Enables the officer to separate the details of the offense
3. Not totally dependent on memory
4. Provides details when preparing a report and testifying in court
G. Rules for note-taking
1. Restrict notes to important facts and information
a) People involved
b) Property
c) Vehicle used
d) Details of the occurrence
2. Alternate between listening and writing
3. Impossible to listen well while writing
4. Ask a question then take another look
5. Check notes for accuracy and completeness of details
VIII. Report Writing
A. Characteristics of a good report:
1. Accurate – contains important information/facts, not opinion
2. Concise and explicit
3. Complete – elements of offense and all facts included
4. Clear – simple language, explains clearly
5. Legible – neat and readable
6. Objective – both positive and negative information recorded
7. Grammatically correct – proper sentence structure and
punctuation used
8. Correct spelling – adds to credibility and easy to read
B. Organizing Reports
1. Gather information
2. Analyze the facts
3. Organize the information (chronologically, categorically, or both)
C. Elements of a Report
1. Verify that the offense or incident occurred
2. Identify leads and solvability factors
3. Communicate the circumstances of the crime or incident
4. Identify the investigative tasks completed and those yet to be
completed
5. Determine if the victim wants to prosecute
D. Types of Reports
1. Incident Report or Offense Report
2. Miscellaneous Incident Report (non-criminal or minor offenses)
3. Arrest Report – booking report after a suspect is arrested
4. Supplemental Report – add to the original report
5. Field Interview Card – assists in developing intelligence on
someone
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Activities
1. Interpersonal Communications Role Play Scenarios. Assign two students
to each scenario (see the Interpersonal Communication Scenarios
handout below). Have the students consider their responses for
homework. In class, give each student five minutes to respond to the
scenario. The focus is on communication skills. Other students in the
class will provide suggestions and discussion on skill improvement. Use
the Role Play Rubric for assessment.
2. Report Writing Box. Select a medium-sized box that has a lid (the box
cannot be transparent). Pick about ten household items, or items that
might be present at a particular crime scene, such as a medication bottle,
toothpaste, gum, a knife, scrap paper with a note on it, etc. Allow one row
of students (at a time) to come up to the front of the room and stand
around the box. Uncover the box and give them one minute to look at the
items in the box. Do not allow any talking or note-taking during this
exercise. Have the students observe only for the allotted time and then
return to their seats. Then students must write a record describing the
items.
Allow all students to come up to the box, one small group at a time, for the
second round of viewing, allowing only 30 seconds. Ask for a volunteer
that thinks he or she has recorded all ten items correctly and in detail.
Call on several volunteers. You may have some students who draw what
they have seen and label the drawing. Remind students that they may not
have long to review a crime scene before it is destroyed, so they need to
be as observant as possible, including being incredibly detailed. Use the
Writing Rubric for assessment.
Assessments
Interpersonal Communication Exam and Key
Role Play Rubric
Writing Rubric
Materials
Interpersonal Communication computer-based presentation
Interpersonal Communication Scenarios handout
Random household items and a box with lid
Object for descriptive writing activity
Resources
Arlington Police Academy training/TCLEOSE standards
Hamilton, Cheryl. Communicating for Results. Wadsworth, Thomson
Learning. U.S., 2001
Accommodations for Learning Differences
For reinforcement, show the students a law enforcement related video clip
and have them take notes over what they just watched. Discuss with the
students the items that should be included in their notes. Use the Writing
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Rubric for assessment.
For enrichment, have the students write an offense report based on the
sample scenario included with the lesson. Use the Writing Rubric for
assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.294. Law Enforcement II (One to Two Credits).
(1) The student achieves the academic knowledge and skills required to
prepare for a postsecondary education and a career in law enforcement.
The student is expected to :
(A) Use communication skills to evaluate body language, gestures,
verbal tone, and inflection
(B) Use interpersonal communication skills; and
(C) Use writing skills to facilitate effective field note taking and report
writing such as police incident reports
College and Career Readiness Standards
English Language Arts
I. Writing
A. Compose a variety of texts that demonstrate clear focus, the logical
development of ideas in well-organized paragraphs, and the use of
appropriate language that advances the author’s purpose.
2. Generate ideas and gather information relevant to the topic
and purpose, keeping careful records of outside sources.
III. Speaking
B. Develop effective speaking styles for both group and one-on-one
situations.
1. Participate actively and effectively in one-on-one oral
communication situations.
2. Participate actively and effectively in group discussions.
IV. Listening
B. Listen effectively in informal and formal situations
2. Listen actively and effectively in one-on-one communication
situations.
Social Studies
V. Effective Communication
A. Clear and coherent oral and written communication
1. Use appropriate oral communication techniques depending on
the context or nature of the interaction.
2. Use conventions of standard written English.
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Interpersonal Communication Scenarios
In planning your response, consider



Any concerns you would have working this situation
Communications techniques you would use
Any other possible resources you could use
Tomorrow morning we will split into two equal groups and limit each scenario to about five
minutes, and then include a brief critique. The focus will be on communication skills, providing
suggestions, and stimulating discussion.
1. You contact a woman lying on a city park bench at about 0200 hours. She is not
intoxicated and says her husband threw her out of the house.
2. You see a man staggering across a parking lot toward a vehicle. He has numerous signs
of intoxication and refuses to comply with any of your commands.
3. While on patrol you see an apparently able-bodied man get out of a new luxury car
parked in a handicapped parking spot. You see no markings to indicate he is authorized
to park there. Upon contact he becomes angry and accuses you of hassling him
because he is black and drives an expensive car. He says he fought in Viet Nam for his
country and deserves to park anywhere he wants. Besides, he says, he is recovering
from pneumonia.
4. A fellow officer tells you he is having problems at home and said he is drinking a lot to
relieve the stress of being in a bad relationship.
5. A citizen reports that their neighbor is dealing drugs. He says he has called numerous
times and nothing has ever been done about it.
6. A clerk at a convenience store on your beat tells you that the officer who works the shift
before you is harassing her. She says he is always flirting with her and she is afraid she
will lose her job because she can’t get her work done.
7. You are dispatched to a domestic disturbance. A single mom is reporting that she can no
longer control her 16-year-old son. He is verbally abusive to her and will not listen to her
anymore. He does whatever he wants to and will not obey any rules.
a. What do you say to the mom?
b. What do you say to the bratty, smart-mouthed, disrespectful, arrogant, and foulmouthed son?
8. A citizen complains that her neighbors are always letting their grass clippings blow onto
her property and never clean up after mowing. She says if you don’t do something she
will take matters into her own hands.
9. A citizen reports that the upstairs neighbor plays his music loud all the time.
10. A lady stops you on the street and says that kids are always racing up and down her
street and she is afraid a kid is going to get killed.
11. A high school student tells you that he hates the day shift officer that works the beat
around their school. He says the officer always writes everyone every ticket that he can,
and everyone feels that he is harassing them.
12. A complainant reports that she feels the apartment maintenance man is coming into her
apartment and going through her things when she is not home.
13. You are sent to investigate a suspicious male hanging around cars in the parking lot of an
apartment complex at 0200 (2:00 pm). You locate the man matching the description.
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14. A man says his girlfriend took his stereo when she moved out and he wants to file theft
charges against her.
15. You are dispatched to a report of a suspicious person in the neighborhood. The call does
not provide any details why the person is suspicious, but provides the description of a
black male whom you find in the area.
16. You respond to a man reporting that the kids from the nearby high school are always
hanging out in his yard before school. They are smoking and leaving trash in his yard,
and he wants it stopped.
17. A man calls about seeing drug dealers in the neighborhood. The call indicates we have
been to the location several times and other officers have noted that he is mentally
unstable.
18. A man reports that the nine-year-old next door threw a rock and chipped the paint on his
car.
19. A citizen advises that their neighbor’s dog barks all night and keeps them up. They say
they have talked to the neighbors, but they were very rude to them.
20. A parent calls and says she found some marijuana in her teenager’s room. She is very
upset and is afraid that her child is a drug addict.
a. What do you say to the parent?
b. What do you say to the teenager?
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Name:
Date:
Interpersonal Communications Exam
1. ____Which of the following is not a goal of communication?
a. Enhanced professionalism
b. Less personal stress
c. More complaints
d. Increased officer safety
2. ____Communication is both intentional and unintentional.
a. True
b. False
3. ____What percentage of the suspect’s behavior changes when the message is sent
through body language?
a. 7-10%
b. 50-60%
c. 33-40%
d. 93%
4. ____When the voice and role conflict, people will more often believe the ____________?
a. Voice
b. Role
c. Body language
d. Content
5. ____What accounts for 80-90% of all police complaints?
a. Delivery
b. Pitch
c. Attitude
d. Tone
6. ____Transferring information into a form in which it can be communicated is called what?
a. Decoding
b. Frame of Reference
c. Encoding
d. Code
7. ____A person’s frame of reference can be made up of which of the following?
a. Education
b. Sex
c. Where they grew up
d. All of the above
8. ____Which is not one of the three types of code used?
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a. Symbols
b. Language
c. Paralanguage
d. Nonverbal
9. ____Facial expressions, eye contact, and gestures fall under which of the three types of
code?
a. Paralanguage
b. Nonverbal
c. Language
d. Symbols
10. ____Under kinetic communication, what percentage does body language make up of
human communication?
a. 7%
b. 12%
c. 65%
d. 16%
11. ____A person is better able to control their nonverbal kinetic signals than their verbal
kinetic signals.
a. True
b. False
12. ____Feedback helps with all of the following areas, except ________________?
a. Decreasing productivity
b. Lowering stress
c. Lowering absenteeism
d. Lowering turnover
13. ____Noise can be a barrier to communication. Noise may include internal or external
noise.
a. True
b. False
14. ____Climate refers to an organizations social or work environment. Climate is not a
factor in communication.
a. True
b. False
15. ____What part of the body has the most profound impact on communication?
a. Face
b. Hands
c. Eyes
d. Mouth
16. ____Which of the four is not a category of movement?
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a. Emblems
b. Adapters
c. Regulators
d. Encoders
17. ____Which of the following is not a barrier to listening?
a. Semantic barrier
b. Physical barriers
c. Gender Barriers
d. Noise barriers
18. ____Which is the third in the five stages of listening?
a. Sense
b. Interpret
c. Evaluate
d. Remember
19. ____A report is a brief notation concerning specific events and circumstances.
a. True
b. False
20. ____Uses for field notes include report writing and court.
a. True
b. False
21. ____A description of a person in an officer’s field notebook should include which of the
following?
a. CYMBALS
b. Serial numbers
c. Date and Time
d. Head-to-toe description
22. ____When writing a vehicle description, you should use CYMBALS.
a. True
b. False
23. ____Which of the following should not be included in an officer’s notebook?
a. Date/time of offense
b. Names of persons involved
c. Personal phone numbers
d. Case number/type of incident
24. ____Questions in field note-taking should include who, what, when, where, why, and
how.
a. True
b. False
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25. ____What information should not be included when dealing with who is involved in the
incident?
a. Correct spelling of names
b. Address
c. Phone numbers
d. Hobbies
26. ____When addressing “what,” you should include which of the following?
a. Date
b. Time
c. Offense committed
d. Person’s involved
27. ____When addressing “why?” you should include motive.
a. True
b. False
28. ____Which is not an advantage of field note-taking?
a. Not dependent on memory
b. No preparation for court
c. Enables officer to separate details
d. Provides review when preparing for court
29. ____Which is not a characteristic of a good report?
a. Illegible
b. Clear
c. Concise
d. Grammatically correct
30. ____Which is not a step in organizing a report?
a. Analyze the facts
b. Gather information
c. Categorize the information
d. Organize the information
31. ____Making sure a report is clear means to make sure it contains facts, not opinion.
a. True
b. False
32. ____Which is not a type of report?
a. Incident report
b. Field interview card
c. Arrest report
d. Suspect interview card
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Interpersonal Communications Exam Key
1. C
2. A
3. B
4. A
5. D
6. C
7. D
8. A
9. B
10. C
11. B
12. A
13. A
14. B
15. C
16. C
17. D
18. C
19. B
20. A
21. D
22. A
23. B
24. A
25. D
26. C
27. A
28. B
29. A
30. C
31. B
32. D
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Name:____________________________________
Date:_____________________________
Role Play Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
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