Communication Skills Presentation

Communication is the heart of any organization. Police supervisors must have continual interaction with line personnel and the community. For some, communication does not always come easily; however, communication skills can be learned and fine-tuned. For this assignment, you are asked to prepare a PowerPoint presentation for other police supervisors in your department. Your presentation should include the information below:
importance of interpersonal communication for police supervisors;
at least three barriers to communication and at least two tips for overcoming each barrier; and
the various skills needed for intercultural communication, including the interpersonal and communication skills needed.
In this presentation, you will also be addressing discipline involving subordinate officers. Make sure that your presentation identifies the different levels of discipline and when each level should be used.
Your presentation must consist of at least 10 slides, not counting the title and reference slides, and you must include speaker notes on your content slides. You must have at least two references, one of which can be your textbook. Please adhere to APA Style when creating citations and references for this assignment.

**MUST BE WRITTEN FROM THE PERSPECTIVE OF SOMEONE WHO IS PRO LAW ENFORCEMENT**

Sample Solution

Interpersonal Communication for Police Supervisors

Police supervisors must have strong communication skills in order to effectively interact with their line personnel and the community they serve. Effective interpersonal communication is essential in helping to maintain positive relationships both within the organization and outside of it (McGrath & Barnes, 2017). There are several barriers that can lead to ineffective communication such as a lack of listening skills, difficulty conveying information clearly or concisely, or cultural differences between parties involved (Sather-Wagstaff et al., 2016). It is important for police supervisors to be aware of these potential obstacles so they can take steps towards overcoming them.

Barriers & Tips for Overcoming
One barrier that often occurs when communicating with others is a lack of listening skills. In order to overcome this issue it’s important for police supervisors to remain focused on what the other person has said and not allow themselves to get distracted or rush through conversations (McGrath & Barnes 2017). Additionally engaging with active listening techniques such as paraphrasing or repeating back what was said can help ensure understanding between both parties (McGrath & Barnes 2017). A second common obstacle that arises when communicating is difficulty expressing oneself clearly and concisely. This problem can be addressed by practicing public speaking ahead of time as well as learning appropriate word choices and body language cues (Sather-Wagstaff et al., 2016). Finally cultural differences can present another challenge when trying to communicate effectively. To overcome this issue it’s important for police supervisors to learn about different cultures through research and observation, understand nonverbal communication signals specific languages use, practice patience , empathy ,and humility when interacting with people from diverse backgrounds (Sather-Wagstaff et al., 2016) .

Discipline Involving Subordinate Officers

It is also important for police supervisors know how best handle disciplinary situations involving subordinate officers under their command. The type of discipline used should depend upon the severity of the offense committed by the officer either minor infractions like tardiness or more serious matters such as misconduct during an investigation (U S Department Of Justice 2020 ) Minor infractions typically require verbal warnings while more serious offenses may call for written reprimands or suspensions depending on how egregious any given situation might be(U S Department Of Justice 2020 ). By understanding which level of discipline should be taken based on an officers actions, police supervisors will be better equipped at handling difficult situations efficiently while upholding departmental standards.

Transient memory is the memory for a boost that goes on for a brief time (Carlson, 2001). In reasonable terms visual transient memory is frequently utilized for a relative reason when one can’t thoroughly search in two spots immediately however wish to look at least two prospects. Tuholski and partners allude to momentary memory similar to the attendant handling and stockpiling of data (Tuholski, Engle, and Baylis, 2001). They additionally feature the way that mental capacity can frequently be antagonistically impacted by working memory limit. It means quite a bit to be sure about the typical limit of momentary memory as, without a legitimate comprehension of the flawless cerebrum’s working it is challenging to evaluate whether an individual has a shortage in capacity (Parkin, 1996).

 

This survey frames George Miller’s verifiable perspective on transient memory limit and how it tends to be impacted, prior to bringing the examination state-of-the-art and outlining a determination of approaches to estimating momentary memory limit. The verifiable perspective on momentary memory limit

 

Length of outright judgment

The range of outright judgment is characterized as the breaking point to the precision with which one can distinguish the greatness of a unidimensional boost variable (Miller, 1956), with this cutoff or length generally being around 7 + 2. Mill operator refers to Hayes memory length try as proof for his restricting range. In this members needed to review data read resoundingly to them and results obviously showed that there was a typical maximum restriction of 9 when double things were utilized. This was regardless of the consistent data speculation, which has proposed that the range ought to be long if each introduced thing contained little data (Miller, 1956). The end from Hayes and Pollack’s tests (see figure 1) was that how much data sent expansions in a straight design alongside how much data per unit input (Miller, 1956). Figure 1. Estimations of memory for data wellsprings of various sorts and bit remainders, contrasted with anticipated results for steady data. Results from Hayes (left) and Pollack (right) refered to by (Miller, 1956)

 

Pieces and lumps

Mill operator alludes to a ‘digit’ of data as need might have arisen ‘to settle on a choice between two similarly probable other options’. In this manner a basic either or choice requires the slightest bit of data; with more expected for additional complicated choices, along a twofold pathway (Miller, 1956). Decimal digits are worth 3.3 pieces each, implying that a 7-digit telephone number (what is handily recollected) would include 23 pieces of data. Anyway an evident inconsistency to this is the way that, assuming an English word is worth around 10 pieces and just 23 pieces could be recollected then just 2-3 words could be recalled at any one time, clearly mistaken. The restricting range can all the more likely be figured out concerning the absorption of pieces into lumps. Mill operator recognizes pieces and lumps of data, the qualification being that a lump is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can differ generally (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option enormous pieces right away, fairly that as each piece turns out to be more recognizable, it tends to be acclimatized

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