Organisational challenges to delivering child investigative interviewer training via e-learning
| Author | Martine Powell,Mairi Benson |
| Date | 01 June 2015 |
| DOI | 10.1177/1461355715580912 |
| Published date | 01 June 2015 |
| Subject Matter | Articles |
Article
Organisational challenges to delivering
child investigative interviewer training
via e-learning
Mairi Benson and Martine Powell
Centre for Investigative Interviewing, Deakin University, Burwood, Australia
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.
Keywords
Cognitive interview, e-learning, organisational challenges
Submitted 12 Sep 2014, accepted 10 Mar 2015
Introduction
Investigative interviewing of children and other vulnerable
witnesses is a complex task in which the outcome – the evi-
dential quality of the witness statement – is determined by a
wide range of factors. One of the most important determi-
nants of a good interview outcome is the format of the
questions asked by the interviewer. Decades of controlled
research in the field and in laboratory settings have led to
international agreement that interviewers should maximise
the number of non-leading open questions (Cederborg
et al., 2013; La Rooy et al., 2012; Lamb et al., 2007,
2008; Powell et al., 2005). Open questions are those that
encourage an elaborate response without dictating what
specific information is required. The advantage of these
questions is that, when used effectively, they maximise the
elicitation of a coherent narrative account, minimise errors
and create an environment in which the witness feels heard,
understood and not judged (Lamb et al., 2007; Poole and
Lamb, 1998; Powell and Snow, 2007).
Scientific consensus about the importance of using non-
leading open-ended questions with vulnerable witnesses,
however, has not ensured that these questions are typically
asked in the field. Although most investigative interviewers
across the globe receive specialised training that empha-
sises the importance of these questions, interviewer perfor-
mance evaluations have consistently revealed a mismatch
between recommended and actual interview practice
(Cederborg et al., 2000; Cederborg and Lamb, 2008;
Korkman et al., 2008; Lamb et al., 2009; Powell and
Corresponding author:
Martine Powell, Centre for Investigative Interviewing, Deakin University,
221 Burwood Hwy, Burwood 3125, Australia.
Email: martine.powell@deakin.edu.au
International Journalof
Police Science & Management
2015, Vol. 17(2) 63–73
ªThe Author(s) 2015
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DOI: 10.1177/1461355715580912
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