COURSE TITLE: Professional Communications

SYLLABUS 2012

COURSE NUMBER: 10-504-903

CREDIT HOURS: 3

PREREQUISITES: Students must be enrolled in a Criminal Justice program or receive program coordinator permission.

CLASS LOCATION: MSTC-Wisconsin Rapids: Room E107

CLASS SCHEDULE: Thursday 9:00 a.m. – 11:50 a.m. Wednesday 4:30 p.m. – 7:30 p.m.

INSTRUCTOR INFORMATION: Name: Michael Bessette Office: E101 Phone: 715.422.5490 e-mail: [email protected] Fax: 715.422.5538 Office Hours: Monday 2:00 – 4:00 p.m. or upon appointment

Name: Gary Widder Phone: ______e-mail: [email protected] Fax: 715.422.5538 Office Hours: Upon appointment

COURSE DESCRIPTION This course covers perhaps the most important task of every law enforcement officer: professional communication. Whether calming a frightened victim, dispersing a crowd or conducting a witness interview, today’s police officer is expected to be highly skilled in all forms of communication. Students will learn highly effective and professional techniques involved in obtaining information from suspects, complainants and victims, resolving conflict, and avoiding physical confrontations.

COURSE OBJECTIVES: This course is a CORE COURSE with CORE COMPETENCIES as directed by both the Wisconsin Department of Justice and the Wisconsin Technical College System. As such the following competencies are included in this course: Textbooks Law Enforcement Standards Board. Professional Communication Skills: A Training Guide for Law Enforcement and Corrections Officers. Wisconsin Department of Justice. Edition: December 2010. Law Enforcement Standards Board. Interview and Interrogation: A Training Guide for Law Enforcement Officers. Wisconsin Department of Justice. Edition: June 2006.

Exit Learning Outcomes

A. Program Outcomes 2. Manage emergencies 3. Communicate effectively 4. Demonstrate professionalism 5. Conduct investigations 6. Interact with others 7. *Demonstrate tactical skills [applies only to occupational certifications]

B. Competencies IV-B-1 Apply professional communication skills. You will demonstrate your competence: by evaluating your communication skills to become more aware of your communication habits by demonstrating “good listener” skills during a simulated conversation/contact with another person Your performance will be successful when: you evaluate your communication skills using the self-evaluation form in the student text you explain the role for the sender in the basic communication model you explain the importance of sending a clear and concise message you create an effective atmosphere in which communication takes place you explain the role of the receiver in the basic communication model you apply active listening skills during contacts and interviews you apply guidelines for asking and responding to questions you apply guidelines for making requests and giving orders you display a professional tome and demeanor during the contact or interview you gather enough information to make informed decisions you resolve the contact based on the information you gathered Learning Objectives IV-B-1.1 Describe the basic communication process IV-B-1.2 Incorporate active listening skills. IV-B-1.3 Explain the relationship between officer roles and communications. IV-B-1.4 Explain the “contact officer override” concept. IV-B-1.5 Explain barriers to effective communication. IV-B-1.6 Explain the steps in the Initial/Basic contact model as specified in the acronym OIR. IV-B-2 Integrate verbal and physical intervention skills. *** You will demonstrate your competence: ***by applying communication strategies (information gathering, arbitration, mediation) in simulated situations ***by determining when physical intervention is necessary during simulated situations Your performance will be successful when: Basic/Initial Contact: you introduce yourself and explain the reason for your contact in a way that sets the tone for a positive interaction you ask questions that will help you gather information that will allow you to resolve the call/contact Mediation: you do not compromise officer safety during the mediation process you determine if subjects are willing to talk you determine if subjects are willing to compromise you set the ground rules for the mediation and make sure all parties understand and adhere to them you allow one party to talk to you about the issue, then allow the other party to talk to you, then have them talk to each other you work toward a mutually acceptable resolution Arbitration (REACT and DONE): you make a request for the subject to do something, explaining why action is needed if subject refuses, you then offer limited choices and give the subject a moment to decide you take the appropriate action based on what choice the subject made you identify the four conditions in which you are done talking and must take action (Danger, Overriding concern, No progress, Escape) you make clear commands before, during and after any physical intervention you provide a debriefing to subjects after a physical intervention you articulate and justify actions taken, both verbally and in writing  Learning Objectives IV-B-2.1 Evaluate how the Disturbance Resolution process or First Responder philosophy applies to professional communication. IV-B-2.2 Distinguish among the various types of contacts. IV-B-2.3 Implement the steps in the mediation process. IV-B-2.4 Implement the steps in the arbitration process as set forth in the acronym REACT. IV-B-2.5 Examine communication strategies used during crisis intervention. IV-B-2.6 Interpret the conditions in the acronym DONE prior to physical intervention. IV-B-2.7 Examine debriefings that occur following an incident. IV-B-2.8 Articulate action taken, both in verbal and written communication. IV-B-3 Incorporate communication skills in specific situations. You will demonstrate your competence: by evaluating typical responses given by officers and re-writing the responses to be more helpful and professional by making a death notification in a simulated environment Your performance will be successful when: you identify the benefits and barriers to communication in the workplace indicate a better manner of responding to a question or statement from another individual you identify positive ways to communicate with your friends and family while off duty you make a death notification following the suggested guidelines (go with certainty, go without delay, go in person, go in pairs, make the approach, deliver the notification, demonstrate compassion, provide closure and follow-up, and exercises self-care after the notification) Learning Objectives IV-B-3.1 Discuss the benefits of good workplace communication. IV-B-3.2 Compare communication styles for on and off duty environments. IV-B-3.3 Identify steps to take in conducting a death notification. VI-A-1 Develop strategies to obtain information in a variety of situations. You will demonstrate your competence: by interviewing a juvenile or adult in a simulated situation Your performance will be successful when: you build rapport with the juvenile or adult information gathered in the simulated interview is verified as accurate/truthful in your estimation Learning Objectives VI-A-1.1 Identify victims/witnesses/suspects/informants VI-A-1.1.1 Describe procedures in locating and handling witness/victims/suspects VI-A-1.1.2 Demonstrate ability to gather identifying information VI-A-1.2 Identify the use of law enforcement information systems VI-A-1.3 Explore principles and procedures for eyewitness identification VI-A-2 Differentiate between an interview and an interrogation. You will demonstrate your competence: by contrasting an interview and an interrogation on a concept map by conducting a role-play interview by conducting a role-play interrogation Your performance will be successful when: concept map shows the interview and interrogation as the center and important related themes branch out from each concept map uses circles or ovals to enclose an important term or concept for each concept map uses straight lines with arrows (single or double-headed) to link terms that are related concept map includes at least six concepts for interview and six concepts for interrogation that clarify them concept map concepts are arranged in a pattern that best represents the information concept map concepts are built so they clarify the relationship between an interview and an interrogation concept map concepts are built so they clarify the differences between an interview and an interrogation you clearly distinguish between an interview and an interrogation based on legal differences interview is friendly in tone interview results in complete and truthful information interview is preceded with introductions and identification interrogation is professional in tone interrogation demonstrates the principles "9 Steps of Interrogation" interrogation does not give away any information not intended to be given away interrogation complies with current law Learning Objectives VI-A-2.1 Explain appropriate techniques used during an interview and during an interrogation VI-A-2.2 Describe preparation of an interview and of an interrogation VI-A-2.3 Describe the requirements for electronic recording of custodial questioning

VI-A-3 Analyze information for consideration as corroborative evidence. You will demonstrate your competence: by analyzing information from at least two different interview transcripts Your performance will be successful when: you compare information from more than one interview and analyze it for consistency and truthfulness Learning Objectives VI-A-3.1 Evaluate credibility and validity of statements against physical evidence and other statements VI-A-3.2 Apply testimonial evidence to criminal elements

REFERENCES: Criminal Law Officers Handbook, published by the Wisconsin Department of Justice

GRADING PLAN

Grades will be determined by the percentage s from each of the following assessment tools: 1. DOJ Exams 60% 2. Quizzes 40% ______COURSE TOTAL 100%

Assessment Tools Description

Final Exam DOJ cognitive exams questions comprise a minimum 100% of this exam as well. Multiple choice, true and false questions and fill in the blank questions are included. Some of the questions are not objective, but require students to identify the correct professional communication or interview and interrogation strategies in a scenario.

Quizzes Normally one quiz per week that covers course objectives and assigned text readings. Normally 10 to 50 points each. Plan on one quiz every week.

GRADING POLICIES:

1. Learning Activities: Learning activities are assigned for each performance objective but are not graded. Learning activities are designed for students to practice prior to being tested and will assist in the student’s success. Assigned learning activities are the minimum amount of work that students should complete, however, some students may have to do more to meet the criteria for performance objectives. See the instructor for extra learning activities if you are not progressing satisfactorily in this course.

2. Student Rebuttals: Students are encouraged to ask questions regarding questions they have gotten wrong on either quizzes or exams. These questions will be answered during class when assessments are reviewed. However, if a student disagrees with an answer and wishes to present arguments regarding the issue, they may submit a rebuttal via e-mail. Rebuttals must include the quiz/test name, question number, and the rebuttal. Quiz/test scores will only be adjusted when rebuttals are submitted in accordance with this policy. Most successful rebuttals include text book cites or statutory references. For more information regarding the EMAIL RUBUTTAL SYSTEM, go to my web page or go directly to this link: http://www.mstc.edu/instructor/MBessett/email_rebuttals.htm 3. Extra Credit: There is no extra credit for this course.

2. Study Skills/Time: Students who wish to achieve success in this course should plan on studying approximately SIX hours per week. This is a minimum. Others may have to study much more to obtain minimum passing grades. If you need assistance in study skills, please see the instructor. MSTC’s ASC centers have instructors and curriculum in “study skills”.

LEARNING ACTIVITIES

Text reading and other assignments for the course are found below. Other reading assignments are found the web page for this course. Adjustments to the schedule may be made by the instructor.

WEEK NUMBER CHAPTER/LESSON

PROFESSIONAL COMMUNICATION

1 Basic Communication Model Pages 1-6 and 49-56 Introduction to the Basic Contact

2 Communication and the Role of Law Enforcement Read and Study pages 1-29 and 49-56. Memorize the models on pages 57 and 60 (RESPOND and the Disturbance Resolution Model

3 Communication and Law Enforcement Read and Study pages 31-61 and pages 80-81 (D.O.N.E.)

Practice in your small groups: 1. Contact Officer Override 2. Deflection of Verbal Abuse 3. The Basic Contact 4. D.O.N.E.

4 General Communication Skills Read and Study pages 12-29 Practice: 1. Active Listening Skills 2. Attending Skills 3. Following Skills 4. Responding Skills 5. Responding to and Making Requests / Giving Orders

5 Communication Barriers Read and Study pages 37-47 Review General Communication Skills

Practice: 1. Asking and Answering Questions 2. Making Requests 3. Giving Orders 4. Non-Verbal Communication 5. Basic Contact

6 Workplace Communications and the Basic Contact Model Read and Study pages 49-61 AND 91-109

7 Conflict/Dispute Resolution Read and Study pages 62-70 1. Arbitration 2. Mediation

8 SCENARIOS Task Week

9 Crises Intervention Read and Study pages 71-90 Memorize the Crises Intervention Format

10 Death Notification Read and Study pages 110-120 ProCom Scenarios: Death notification Practice: 1. Basic Contact 2. Arbitration 3. Mediation 4. Crises Intervention

11 Communication and Physical Intervention Read and Study pages 56-61 ProCom Scenarios: Using verbalization with physical intervention tactics. Practice: 1. Basic Contact (emphasis on information gathering) 2. Arbitration 3. Mediation 4. Crises Intervention

12 Debriefing (and Exam) Read and Study pages 84-90 ProCom Scenarios Practice: 1. Basic Contact 2. Arbitration 3. Mediation 4. Crises Intervention DOJ PRO COM EXAM

INTERVIEW AND INTERROGATION

13 Gaining Information Read entire Interview and Interrogation text

14 No Class Thanksgiving Holiday – NO assignment

15 Interview vs. Interrogation Review I and I text Victim and Witness Interviews and Suspect Interrogation - Plus: Eyewitness Identification

16 Scenarios!!! TASK Week

17 Beyond the Interview Evaluate credibility and validity of statements DOJ EXAM: Interview and Interrogation

DOJ MANDATORY POLICIES:

1. Attendance Students are expected to attend all classes. Excused absences shall not exceed 10% of the total number of hours of the basic training course. School Director, Clark Pagel, is authorized to identify "excused" absences.

2. Academic Honesty All students enrolled in the law enforcement basic training program have an interest in protecting the value, integrity, and credibility of the outcomes of this learning experience. The following behaviors are examples of conduct that could be subject to disciplinary action:

 Plagiarism - presenting someone else's words, ideas, or data as your own work.

 Fabrication - using invented information or falsifying research or other findings.

 Cheating - misleading others to believe you have mastered competencies or other learning outcomes that you have mastered.

 Academic Misconduct - other academically dishonest acts such as tampering with grades, taking part in obtaining or distributing any part of an assessment, or selling or buying products such as papers, research, projects or other artifacts that document achievement of learning outcomes.

3. ADA Statement If you have a disability that may prevent you from meeting the requirements of this course, contact your instructor immediately to file a student disability statement and to develop an accommodation plan. Course requirements will not be waived but reasonable accommodations will be developed to assist you in meeting the requirements. You are expected to work with the instructor and the School Director to develop and implement a reasonable accommodation plan.

4. Code of Ethics Law enforcement officers must be fully aware of the ethical responsibilities of their position and must strive to work to the highest possible standards of professional policing.

A law enforcement officer acts as an official representative of government who is required and trusted to work within the law. The officer's powers and duties are conferred by statute. The fundamental duties of a police officer include serving the community; safeguarding lives and property; protecting the innocent; keeping the peace; and ensuring the rights of all to liberty, equality and justice.

5. Audio and Video Recording Students may NOT create audio/video recordings of classes, with the exception of those students requiring an accommodation. (An approved Accommodation plan is required BEFORE audio taping is allowed.) Students creating unauthorized audio recording of lectures violates an instructor’s intellectual property rights and are subject to disciplinary action under the Student Code of Conduct. NOTE: You must complete the Agreement Form BEFORE audio/video recording lecture. With prior approval, students may be allowed to audio/video record lectures to enhance their understanding of the topics presented. Audio/video recordings are not substitutes for attending class. If you choose to record lectures, you must sign an agreement which lists the following terms:  Recordings are not to be distributed without the permission of the instructor. This includes sharing via the Internet, peer to peer file sharing, or other methods.

 Recordings are not to be shared with other classmates unless they are to be used in collaborative assignments, or if the instructor approves sharing for other reasons.

 You will turn off recorders at the request of instructor.

Non-compliance with these terms violates an instructor’s intellectual property rights. Students violating this agreement will be subject to disciplinary actions under the Student Code of Conduct.

6. Summary Students are expected to review the 520-Hour Basic Law Enforcement Program Orientation Handbook for additional detail regarding this training program.

MSTC CORE ABILITIES Mid-State Technical College and the Criminal Justice Department are committed to the personal development of all students in areas beyond technical skills and academics. This means that students will be expected to grow and learn new attitudes and behaviors that are critical to success in government occupations, criminal justice professions, and all aspects of professional and personal interaction. Students will be introduced to the following MSTC official Core Abilities and will be expected to demonstrate each one. If a student fails to follow a core ability as indicated below, he or she may be suspended or expelled from a course, the program, or DOJ certification. Please note that core abilities apply to all behavior, whether on school grounds or off site and inclusively covers all out-of-school behavior. Core Ability Indicators

Act with integrity - learner works and behaves ethically - learner follows established rules, regulations, and policies - learner assumes responsibility for own action - learner resolves conflict effectively - learner displays a positive attitude - learner assumes shared responsibility for collaborative work - learner defines, prioritizes, and completes tasks without direct supervision Communicate - learner writes and speaks so others can understand effectively - learner interprets nonverbal communication - learner uses proper communications etiquette - learner uses active listening skills - learner applies reading strategies to suit the purpose for reading - learner plans, researches, and edits Demonstrate effective - learner uses a structured problem-solving approach critical and creative - learner demonstrates open-mindedness thinking - learner organizes information - learner works successfully in a climate of ambiguity and change - learner applies previously acquired knowledge to new tasks - learner applies technology to work processes as warranted Demonstrate global - learner recognizes human differences in order to promote a and social awareness cooperative work and social environment - learner demonstrates awareness of current world events - learner describes political, economic, and social systems different from one's own - learner summarizes social consequences of prejudice and discrimination.

Revised 8-17-2012