Organisational challenges to delivering child investigative interviewer training via e-learning

Abstract

This article examined organisational challenges arising from the implementation of a new training course for investigative interviewers of vulnerable witnesses. The course was delivered via e-learning (computer exercises) and also involved mock interviews conducted over the telephone. Thematic analysis was conducted of: (a) trainees' anonymous written feedback submitted to an online discussion forum on the training programme's website, (b) trainees' responses to face-to-face questions during semi-structured qualitative interviews, and (c) correspondence between trainees and trainers regarding the training programme. Despite unanimous support for the new training programme, three challenges were identified: limited allocated work time to complete the training, conflicting work practices arising from staggered course enrolment, and difficulties associated with computer and technical skills. These organisational challenges must be addressed to ensure that any future evaluation of the programme on skill performance provides a true indication of the programme's impact on skill development. From a managerial perspective, organisational challenges need to be addressed in order to maximise the accessibility, completion and long-term success of an e-learning training model for interviewers.

Multimodal Virtual Avatars for Investigative Interviews with Children

“…The participants were given online training in choosing effective questions, and engaged in simulated interviews with a virtual avatar several times a week. Results revealed enhanced interview quality posttraining [7,9,39]. Interview training with avatars in combination with providing trainees with regular feedback also improved interview quality [28,38].…”

“…To be effective, training must include several features: it must occur over time, learned skills must be practices in context, and trainees must receive prompt, individual feedback over time [7,17]. Classroom training cannot easily provide all these features in ways that are both affordable and accessible to those requiring training, who are often working full-time and have complicated schedules.…”

“…The lack of both resources and training opportunities in realistic interview settings brings forth the need to develop cost-effective training programs that are more interactive than the traditional classroom models. For this to be effective, training must also be associated with spaced practice and systematic, detailed, and continuous feedback on an individual level [7]. Recent research has demonstrated that interactive computer-based learning activities can improve investigative interviewers' performance in questioning children [39].…”

A test of three refresher modalities on child forensic interviewers’ posttraining performance.

“…Although nine hours of refresher over a six-month period was perceived to be time-intensive for the police officers and their organizations (Anonymous et al, under review), our results suggested that it was not sufficient to significantly impact many dimensions of forensic interviews, at least among the present sample. The complexity of forensic interviews with children imposes a wide range of potential feedback on both the structure of the interview, the types of questions asked, the quality of the relationship with the child and the support provided, and the forensically relevant information obtained (Benson & Powell, 2015b, Powell, 2013Powell et al, 2016).…”

The origin, experimental basis, and application of the standard interview method: An information‐gathering framework

“…The break was introduced to the SIM guidance in an attempt to keep interviews as brief as possible. Excessive questioning has been a consistent concern across a range of interviewer groups including police (Benson & Powell, 2015b; Westera et al, 2017), educators (Brubacher, Powell, Skouteris, & Guadagno, 2014) and lawyers (Powell, Westera, Goodman‐Delahunty, & Pichler, 2016). In relation to child interviews about abuse, a positive relationship has been found between the total number of questions asked by the investigative interviewer and the number of inconsistencies raised during cross‐examination (Pichler, Sharman, Powell, Westera, & Goodman‐Delahunty, 2019).…”