Unit 1: Basics of Interviewing - Note-Taking

Unit 1: Basics of Interviewing, Lesson 1: Taking Good Notes

• Note-taking is crucial for documenting incidents, events, activities, and statements.
• Accurate notes aid in report writing, depositions, and trials, allowing other officers to quickly grasp the facts.
• Notes should record the "who," "what," "when," "where," "how," and "why" of an incident.
• Notes should include the location of the incident and the location of involved people and items.
• Record the date and time of the incident.
• Include details of each involved person (name, address, phone numbers, age, employment, race, sex, physical attributes (tattoos, scars, piercings), etc.).
• Include detailed descriptions of the incident, including any items used (weapons, items damaged, lost or stolen) and descriptions of injuries (location, type, severity).
• Document details about property, vehicles (make, model, year, exterior and interior color, VIN, marks, etc.) and estimated value.
• Detail the precise actions taken during the investigation, including collecting evidence and administering warnings.
• Include the circumstances surrounding the incident and the timing of the different phases of the incident.

Unit 1: Basics of Interviewing, Lesson 2: Preparing for the Interview

• Interviews are conversations with people with knowledge of an event to gather information about victims, witnesses, and suspects.
• An interview is different from an interrogation, where the person being questioned is detained.
• Secure the scene and your safety before conducting interviews. Check if interviewees are wanted persons and research their background.
• Consider interviewees understanding (education, intellect, experience, culture, language).
• Use interpreters, hearing devices or sign language interpreters as needed.
• Make the interview location accessible for interviewees who use mobility devices.
• Be respectful and considerate of interviewees with developmental or medical conditions.
• Organize interviewees by complainant, victim, witness, source, suspect or "other" with potential witnesses. Prioritize order of interviews if necessary.
• Prepare questions to elicit detailed information about the incident.
• Use open and closed-ended questions for effective information gathering and clarification.

Unit 1: Basics of Interviewing, Lesson 3: Conducting the Interview

• Interviews have three stages (warm-up, primary, closing).
• The warm-up stage builds rapport, explains the interview's purpose and why the information is important.
• The primary stage gathers information about the incident (open and closed questions).
• The closing stage summarizes and reviews collected information, asks follow-up questions, and expresses thanks for the interviewee's cooperation.
• Limit tactics such as threats or promises of leniency; maintain professionalism and impartiality.
• Use appropriate interviewing techniques such as mirroring and minimal encouragers to maintain and understand responses.
• Consider using cognitive interviewing to enhance memory recall.

Unit 1: Basics of Interviewing, Lesson 4: Miranda and Laws of Interrogation

• Interrogation is the questioning of a suspect, intended to extract an incriminating response.
• Know the difference between an interrogation and an interview: A suspect in custody is the difference.
• Understand the legal considerations, particularly the Miranda rights of suspects in custody (right to remain silent, right to an attorney).
• A suspect's understanding of their rights is also important and must be documented, considering age, circumstance and other factors.
• Properly administer and document Miranda warnings.
• If a suspect invokes their right to remain silent or to an attorney, all questioning must stop immediately.
• Follow legal procedures for questioning juveniles.

Unit 2: Writing a Report, Lesson 1: Reports

• Reports are documents detailing incidents or events.
• Well-written reports aid in prosecution, reduce legal liability, and streamline investigations.
• Reports document the who, what, when, where, why, and how and actions taken in a factual and organized manner.
• Report organization is structured with introduction, body, and conclusion sections.
• Reports require factual information from witnesses, victims, and suspects; do not include personal opinions, hunches, or guesses.
• Report incidents that include crimes, officer use of force, deaths, runaway juveniles, missing persons, traffic crashes, or other incidents as required by agency policy.

Unit 2: Writing a Report, Lesson 2: Mechanics

• Reports need clear, concise, and grammatically correct language.
• Use correct parts of speech (nouns, pronouns, verbs, adverbs, adjectives).
• Use a suitable tense (for example, past tense) and voice (for example, active voice) appropriately
• Employ proper punctuation, capitalization, and spelling.
• Use precise and specific language; avoid slang, jargon, and abbreviations (unless permitted by agency policy).
• Use formal, professional vocabulary.

Unit 2: Writing a Report, Lesson 3: Elements and Principles of Effective Report Writing

• Organize all information gathered from interviews and investigations into clear categories.
• Write chronologically by the time each event occurred.
• Include all necessary details (names, locations, times, actions); properly identify the statute violated and the elements of the crime.
• Include all information provided by multiple witnesses, victims, and or suspects

Unit 2: Writing a Report, Lesson 4: Reviewing a Report Before Submission

• Reviews reports carefully for factual accuracy and correctness.
• Check for spelling, grammar, punctuation, sentence structure, verb tense and vocabulary choice.
• Ensure descriptions are clear and easily understood.
• Confirm accuracy and completeness of the facts reported.