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DEALING WITH INTERVIEWING TECHNIQUES DEALING WITH INTERVIEWING TECHNIQUES Mg. Pablo G. Fudim (CPA; CIA; CRMA; QAR)

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Presentation on theme: "DEALING WITH INTERVIEWING TECHNIQUES DEALING WITH INTERVIEWING TECHNIQUES Mg. Pablo G. Fudim (CPA; CIA; CRMA; QAR)"— Presentation transcript:

1 DEALING WITH INTERVIEWING TECHNIQUES DEALING WITH INTERVIEWING TECHNIQUES Mg. Pablo G. Fudim (CPA; CIA; CRMA; QAR)

2 P = Participation R = Responsibility O = Openness C = Confidentiality E = Enthusiasm S = Sensitivity to… S = Sense of humor 2 Our Work Agreement

3  Criminal Intelligence Analysis  Development of inferences / Types of inferences  Logical Framework vs. Deductive Reasoning  Inductive logic  Technical charts / Association Matrices  Graphics link / Analysis of hidden income  Software tools / Datamining / Using Complex Tools  Perceptions vs. Realities  Assurance - Conclusion Training Topics 3

4  The investigator will interview individuals such as witnesses and facilitating personnel.  Typically, the accused individual is interviewed after most applicable evidence has been obtained.  Many investigators prefer to approach the accused with sufficient evidence that will support the goal of securing a confession.  Generally the accused is interviewed by two people: 1) an experienced investigator and 2) another individual who takes notes during the interview and later functions as a witness if needed. In addition, it is essential that all information obtained from the interview is correctly carried out. Interviewing: 4

5 Neuroscience of the human behavior

6 THE BRAIN

7 ACTIVITIES IN THE BRAIN Depression is related to hormones Mood varies Everything seems negative Emotions rule human thinking Mood varies Fluctuating mood Mood is related to the left hemisphere Those who use it have a positive attitude Aggressiveness distracts creativity The intention is usually bad

8 The personality is the abstract quality resulting from a set of non visible factors, inherent to the individual and which determine the most specific part of a person’s personality as well as his or her typical behavior. PERSONALITY

9 PERSONALITY COMPONENTS CHARACTER TEMPER Shaped with all life learning and experience It’s what we perceive from a person It may be changed It’s practically inherited Known in extreme situations May not be changed Altered by work environment

10 TYPES OF TEMPER The TEMPERAMENTAL (POSITIVE SIDE) Talkative, expressive, enthusiast, warm, friendly, compassionate. The TEMPERAMENTAL (NEGATIVE SIDE) Weak personality, unstable, undisciplined, restless, unreliable, egocentric, exaggerated, fearful. CHOLERIC (POSITIVE SIDE) Willing, determined, independent, optimistic, practical, productive, decisive, reliable. CHOLERIC (NEGATIVE SIDE) Wrathful, cruel, sarcastic, dominant, inconsiderate, proud, self- sufficient, cold, astute

11 TYPES OF TEMPER MELANCHOLIC (POSITIVE SIDE) gifted, analytical, sensitive, perfectionist, idealist, selfless. MELANCHOLIC (NEGATIVE SIDES) Egocentric, taciturn, negative, stubborn, impractical, closed, critical, vindictive. PHLEMATIC (POSITIVE SIDE) Calm, quiet, reliable, efficient, conservative, practical, leader, diplomatic, judicious. PHLEMATIC (NEGATIVE SIDE) Stingy, fearful, indecisive, spectator, self-protective, selfish, without motivation.

12  - Assertive Type. Show their ideas clearly. With them, problems are easily solved. Tend to be compatible with any person. - Aggressive Type. Discuss problems on the basis that “they are right”, only work well if faced with dialog-oriented or aggressive people like them. Fights are usual, but they know how to find a solution. - Submissive Type. Tend to be self-conscious people who accept what their partner says. When matched with aggressive types, their personality gets diminishes. - Aggressive-passive type. Tend to be the most troubled. Do not express what they want, but expect their partner to know it. Mix lack of knowledge with lack of love or neglect. TYPES OF PERSONALITY

13  USING THE THREE PREVIOUS SLIDES PLEASE COMPLETE YOUR CHARACTER PROFILE CHARACTER Self Assessment

14  “The thinking process is a way to plan action and overcome obstacles between facts and projected ideas. Thinking could be defined as imagery, day-dreaming, or the interior voice that accompanies us during the day, and at night as night-dreaming. The thinking structure of the cognitive patterns are the mental scaffolding on which we conceptualize our experience and reality”. HUMAN THINKING

15 Famous Quotes “Few men have virtue to withstand the highest bidder” George Washington

16 WHERE IS HUMAN THINKING BORN Neurons are the main brain cells, together with neuroglias which separate each neuron. Each pyramidal neuron of the cerebral cortex may communicate with other 100,000 neurons, and process info of the different brain centers, thus leading to the human being capacity of association. Thinking arises from the capacity to associate information and compare options in order to make decisions.

17  Logical thinking works with concepts.  Thinking responds to motivation which may arise from the natural, social or cultural environment or from the thinker.  Thinking is problem solving. Necessity demands satisfaction.  Logical thinking process always follows a set direction. This direction seeks a conclusion, or the solution to a problem, it does not follow a straight line, but a zigzag line with steps forward, stops, detours and even steps blackguards.  The thinking process appears as a coherent and organized whole made up of different aspects, elements and stages. FEATURES OF THOUGHTS

18 Deductive Thinking: works from the more general to the more specific. Top-down approach. We think up a theory, we then narrow that down to specific hypotheses, this leads us to test hypotheses with confirmation or lack of confirmation of our theory. Inductive Thinking: works the other way around; moving from specific observations to broader generalizations, bottom up approach. We begin with specific observations, detect patterns or regularities and finally develop general conclusions or theories. Analytical Thinking: abstractly separates the whole into its constituent parts in order to study the parts and their relations. Synthesis Thinking: the combination of ideas into a complex whole. Creative Thinking: involves creating something new or original. Brainstorming new ideas to develop or change something. Systemic Thinking: develops system-wide insights into challenging situations. It combines analysis and synthesis. Systemic derives from the word System, i.e. see how things fit together. Critical Thinking: identifies and evaluates evidence to guide decision making. It examines the reasoning structure for everyday things and challenges logic by reasonable, reflective thinking. Inquiring Thinking: reasoning that involves making questions to identify what one is interested in. TYPES OF THINKING

19 Human memory is the brain-wide process resulting from synaptic connections between neurons which allow us to remember past experience. Recollections are created when neurons integrated in a circuit strengthen the intensity of the synapses. These experiences can be conventionally classified into short-term memory (consequence of a simple synapses excitement to strengthen it or make it temporarily sensitive) and long-term memory (consequence of permanent strengthening of the synapses derived from activation of certain genes and synthesis of proteins). MEMORY

20  Learning is technically defined as a person’s relatively stable change of behavior. This results from experience: associations between stimuli and responses through practice at an elementary level. This ability is possessed by human beings and animals who have shared the same evolution development. This differs from most species conditions whose environment prime behavior results from genetic patterns. LEARNING

21 The first element is Motivation: It is our responsibility as educators. “Spark” to draw students’ attention and facilitate learning. The second step is Presentation: Multisensory stimuli are recommended as they help to assimilate the information in different senses. Also, coming into contact with the object of learning from different points of view: questioning, analyzing, getting acquainted with it or recalling it, in whole or in part, from past experience, paves the way for the new information to fit in with the shared information. The third step is Practice: Display in facts the object of learning: learners should be able to show they have learned or acquired the object of learning. In practice, repetition or transference to the real world which helps to contextualize this knowledge in remembrances that can be recalled in the future. Finally, Application: This is non-guided practice, we hypothetically repeat the object of learning and apply it to our reality. We find a real application of this transference. Here we are able to display and develop our critical thinking. LEARNING FUNDAMENTALS

22 WHAT IS CREATIVITY The creative capacity may be considered as a divergent thought, as the skill to think up in an original and innovating way that does not follow accepted rules, and manages to find different solutions for a problem, even changing the problem statements.

23  Fluency: skill to generate ideas and associations about a concept, object or situation.  Flexibility: skill to rapidly adapt to new situations or unforeseen obstacles resorting to our past experience and adjusting it to the new environment.  Originality: skill to think, feel, see things in an unique, different way.  Building Up: skill to build up anything from previous information.  Sensitivity: skill to sense problems, to open up to the environment, to focus on people, things or situations outside oneself.  Redefinition: skill to understand ideas, concepts or objects differently from the way it’s been done, taking advantage of them for completely new targets.  Abstraction: refers to the skills to analyze the components of a project and understand the relations between them, i.e. extract details from an already developed whole.  Synthesis: the opposite of abstraction, the skill to combine several components to make up a creative whole. CHARATERISTICS OF CREATIVITY Creative Quantification

24 CREATIVE PROCESS Preparation: preliminary stage of problem solving. Focus of mind and exploration of its dimensions. Incubation: Interiorize the problem in the right hemisphere?, and apparently nothing is going on outside. Intimation: the creative person “senses” that the solution is close. In many publications, Wallas’s model is presented on four stages, on which “intimacy” is regarded as a sub-stage. Insight: when the creative idea comes up from the interior processing to conscience. Checking: when the idea is consciously checked, elaborated and later applied.

25  Physiological phase: Problem formulation, relevant data gathering, preliminary solution attempting.  Intuitive phase: May not be the suitable solution, the problem gets autonomous, it is re-elaborated, a new solution incubation begins and options maturing follows over a term that may be extensive. It is the diverging part of the process because it is brainstormed on the mind of the creative person only. Then insight comes up, i.e. the solution becomes apparent.  Critical phase: The inventor is involved in the discovery, goes over checking and polishes details. CREATIVITY AND NEUROSCIENCE Arthur Koestler

26  Intuitive expression level: Related to new ways to express feelings, it incorporates the primitive and intuitive expression found in children. For example, children’s drawings enable children to communicate with themselves and the environment.  Productive level: Proficiency development, greater concern about the number or quantity than about form and content.  Inventive level: Greater invention dose and skill to discover new realities; perceptive flexibility is a must to detect new relations, both for art and science.  Innovative level: Originality is involved.  Genius level: It is characterized as genius; older principles are not altered, but rather new principles are created. TAYLOR’s levels Stimulating Creativity

27  Fluency: As to words, ideas, associations and expressions.  Flexibility: Related to different categories.  Originality: Uniqueness, authentic new mind.  Elaboration: It involves sensitivity or analysis of details. TORRANCE’s FACTORS

28 Famous Quotes "An excuse is worse than a lie, for an excuse is a lie, guarded”. Alexander Pope

29 Exercise Questions? Answers?

30 SKILLS

31 Famous Quotes “Only two things are infinite, the universe and human stupidity, and I'm not sure about the former”. -Albert Einstein

32 Exercise Questions? Answers?

33 POWER ANALYSIS AND DECISION

34  What’s the problem?  When did it happen?  How did it happen?  Where did it happen?  How many times did it happen?  How big, how much, how extensive was it?  How important is it?  What does it lead to?  What’s its impact on my organization’s mission and objectives? PROBLEM QUESTIONS

35 For the rest of the training course Please contact Thank you

36 DEALING WITH INTERVIEWING TECHNIQUES DEALING WITH INTERVIEWING TECHNIQUES Mg. Pablo G. Fudim (CPA; CIA; CRMA; QAR)


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