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Evidence Guide: CSCOFM305A - Supervise offenders

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CSCOFM305A - Supervise offenders

What evidence can you provide to prove your understanding of each of the following citeria?

Monitor security and behaviour.

  1. Maintain contact with offenders to observe and monitor offender behaviour, responses and environment and to identify potential problems, conflict or stress.
  2. Clarify and provide information to offenders about court imposed conditions and compliance with correctional requirements to help them comply with conditions.
  3. Negotiate and maintain standards of security, safety, health and hygiene and act promptly and effectively on breaches or risks concerned with these matters.
  4. Identify, investigate and report breaches of orders according to organisation's procedures and guidelines.
  5. Respond to potential risks and implement intervention strategies according to guidelines, priorities and degree of urgency.
  6. Report changes to requirements and routine promptly and give information about the changes to everyone who needs to know according to the degree of risk.
Maintain contact with offenders to observe and monitor offender behaviour, responses and environment and to identify potential problems, conflict or stress.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and provide information to offenders about court imposed conditions and compliance with correctional requirements to help them comply with conditions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate and maintain standards of security, safety, health and hygiene and act promptly and effectively on breaches or risks concerned with these matters.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, investigate and report breaches of orders according to organisation's procedures and guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to potential risks and implement intervention strategies according to guidelines, priorities and degree of urgency.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report changes to requirements and routine promptly and give information about the changes to everyone who needs to know according to the degree of risk.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor needs and concerns.

  1. Use active communication on an ongoing basis to gain information that will assist in identifying offender's needs, problems and concerns.
  2. Respond to expressions of needs and concerns to promote confidence and trust and a positive approach to addressing concerns.
  3. Identify and assess changes in the mood and behaviour of offender for their impact on the welfare, safety and security of the offender and the environment.
  4. Analyse offender information for security, safety and welfare implications.
  5. Assess security, safety and welfare information, report promptly to the authorised people and take appropriate action.
  6. Respond to emergencies according to the nature of the risk and degree of urgency.
  7. Create ongoing opportunities for the offender to express concerns and problems while providing appropriate support.
  8. Report information about offender's needs, concerns and behaviour to appropriate specialists and seek support or make referrals according to protocol and agreed practice.
Use active communication on an ongoing basis to gain information that will assist in identifying offender's needs, problems and concerns.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to expressions of needs and concerns to promote confidence and trust and a positive approach to addressing concerns.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and assess changes in the mood and behaviour of offender for their impact on the welfare, safety and security of the offender and the environment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse offender information for security, safety and welfare implications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess security, safety and welfare information, report promptly to the authorised people and take appropriate action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to emergencies according to the nature of the risk and degree of urgency.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create ongoing opportunities for the offender to express concerns and problems while providing appropriate support.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report information about offender's needs, concerns and behaviour to appropriate specialists and seek support or make referrals according to protocol and agreed practice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Supervise offenders with special needs.

  1. Adapt communication with offender to reflect and respect different cultural values, practices and communication levels.
  2. Use forms of address and manners that acknowledge the sensitivities, circumstances and expectations of others.
  3. Check values and beliefs for potential conflict or difficulties in being objective and professional.
  4. Encourage colleagues and offenders to respect differences and values and to be fair and tolerant with people from different cultures and experiences.
  5. Demonstrate non-discriminatory behaviour at all times and keep actions consistent with organisation's anti-discrimination policies and procedures.
  6. Seek support from suitable advisers and agencies when required and requested.
Adapt communication with offender to reflect and respect different cultural values, practices and communication levels.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use forms of address and manners that acknowledge the sensitivities, circumstances and expectations of others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check values and beliefs for potential conflict or difficulties in being objective and professional.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage colleagues and offenders to respect differences and values and to be fair and tolerant with people from different cultures and experiences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate non-discriminatory behaviour at all times and keep actions consistent with organisation's anti-discrimination policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek support from suitable advisers and agencies when required and requested.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.

Overview of assessment

Evidence for assessment must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of employability skills as they relate to this unit.

Context of and specific resources for assessment

This unit contains a wide range of variables to reflect the diverse nature of offender supervision and the different services provided in and for correctional services. Selection from the range of variables will reflect the specific requirements of the work site and the defined work role.

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered by an individual supervising offenders effectively as part of a coordinated team, including coping with difficulties, irregularities and changes to routine

copies of legislation, policies, procedures and guidelines relating to supervising offenders

access to appropriate learning and assessment support when required.

Method of assessment

The following assessment methods are suggested:

observation of performance in routine workplace activities within a range of agreed responsibilities and in various work locations

written and/or oral questioning to assess knowledge and understanding

completion of workplace documents and reports produced as part of routine work activities

third-party reports from experienced practitioners

completion of performance feedback from supervisors and colleagues.

Guidance information for assessment

Assessment methods should reflect workplace demands, and any identified special needs of the candidate, including language and literacy implications and cultural factors that may affect responses to the questions.

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills:

using a wide range of dynamic security techniques

providing information to offenders

identifying and responding to risks to the safety and welfare of all people in the custodial environment

reporting concerns and incidents

using offender information to determine offender needs and circumstances

using communication strategies to find out about offender needs and issues

noting changes that could indicate concerns

raising issues with offenders and assisting them to address issues

responding to emergencies

adapting interpersonal methods in recognition of special needs

using advice from specialists.

Required knowledge:

organisation's policies, guidelines and procedures related to control and surveillance, safety and preventing and responding to incidents

organisation's management and accountability systems

organisation's offender risk management procedures

specific statutory requirements for the care and protection of offenders

organisation's policies and statutory requirements for the protection of victims of crime

organisation's reporting procedures and practices

range of services provided by the justice system and the organisation

court orders, sentence requirements and classification system

first aid techniques

principles of effective communication

counselling strategies

principal cultural observations and requirements of main cultural groups in the offender's community

community agencies and services

policies on non-discriminatory behaviour.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Addressing concerns may include the use of:

close observation of high risk offenders

separation and isolation

defusing strategies

counselling techniques

using specialists and experts

intervention strategies

mediation

special watch

cultural support

referrals

searches

discipline procedures

reassessment, reclassification and change of conditions

transfers to alternative accommodation

review of program or placement.

Adapting communication will include factors such as:

impact of values

language content and level

social and cultural expectations and conventions

mannerisms and gestures

oral and written format

formal and informal format.

Support will depend on resources and services available and could include:

interpreter

medical and specialist teams

appropriate community support group

supervisor

Aboriginal Torres Strait Island liaison

disability

counselling

financial

travel and transport.