NTISthis.com

Evidence Guide: CSCOFM309A - Process offender induction

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

 

CSCOFM309A - Process offender induction

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

Process offenders' reception.

  1. Organise the reception of offenders according to the requirements of the sentence plan and organisation's procedures and guidelines.
  2. Use communication strategies to set up a calm, positive and relevant exchange of information and to relieve anxiety and distress.
  3. Confirm correct identification and accurate documentation of the offenders through effective two-way communication and from gathering information from a range of identified sources.
  4. Collect, check, confirm, complete and pass on relevant paperwork according to organisational procedures and reception duties.
  5. Maintain security and safety and implement emergency procedures where necessary.
Organise the reception of offenders according to the requirements of the sentence plan and organisation's procedures and guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication strategies to set up a calm, positive and relevant exchange of information and to relieve anxiety and distress.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm correct identification and accurate documentation of the offenders through effective two-way communication and from gathering information from a range of identified sources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect, check, confirm, complete and pass on relevant paperwork according to organisational procedures and reception duties.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain security and safety and implement emergency procedures where necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the priority needs of offenders.

  1. Identify and respond to the routine immediate needs of offenders according to operating procedures and local guidelines.
  2. Provide offenders with information that is tailored to their capacity to absorb and designed to calm and reassure.
  3. Observe offenders and note any signs of distress, anxiety, aggression and apathy.
  4. Observe offenders and note signs of impairment of functioning.
  5. Accurately record behaviour or signs that arouse concern and report that information to the appropriate people.
  6. Initiate emergency alerts according to the degree of urgency and emergency procedures.
  7. Provide personal and basic requirements according to offenders' needs and the conditions of the service.
  8. Refer offenders to specialist services according to offender needs and set procedures.
  9. Administer offenders' property according to organisational procedures.
Identify and respond to the routine immediate needs of offenders according to operating procedures and local guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide offenders with information that is tailored to their capacity to absorb and designed to calm and reassure.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe offenders and note any signs of distress, anxiety, aggression and apathy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe offenders and note signs of impairment of functioning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accurately record behaviour or signs that arouse concern and report that information to the appropriate people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate emergency alerts according to the degree of urgency and emergency procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide personal and basic requirements according to offenders' needs and the conditions of the service.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer offenders to specialist services according to offender needs and set procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Administer offenders' property according to organisational procedures.

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 induction 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 inducting 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 inducting 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:

complying with the organisation's operating procedures for the reception of offenders

knowing and applying statutory obligations and duty of care

using the organisation's information management system to gather and record offender information

using effective communication strategies with people from a range of different cultural backgrounds to gather and provide information necessary for offender reception

checking and confirming the accuracy, relevance and details of offender identity and sentence conditions

taking into account security, safety and protective issues for offenders who are at risk and applying emergency procedures

knowing and using the support services available for offenders with special needs

referring offenders to specialist services according to procedures and risk

providing for offenders' immediate needs according to procedures

responding promptly and effectively to risks and emergencies.

Required knowledge:

principles and methods of effective communication, including:

questioning techniques, including the use of open questions and careful active listening

using language and words to create trust

checking understanding and agreement

avoiding and challenging discrimination

using techniques, such as reflection and summarising

recognising cultural differences and how they effect communication and understanding

maintaining the focus and direction of the interaction

organisation's policies and procedures, including:

information systems and security

confidentiality and freedom of information

using sources of information, such as offender database and files

information reporting and formats

duty of care and code of conduct

offender assessment and referral

managing high risk offenders

emergency response

special needs that offenders may have, including:

use of interpreters

recognition of their personalities, culture and sensitivities that effect behaviour and levels of stress

use of liaison staff and community representatives

helping people who have problems with reading and writing

the effect that some personal conditions have on behaviour and communication

the effect that trauma and distress have on behaviour and communication

explaining and interpreting the sentencing and reception system

range of additional services that are available to people if they need them and the conditions of those services, including specialist staff from inside and outside the prison

principles of managing conflict so that it doesn't create risks, including:

effect of language and physical mannerisms

defusing aggression

dealing with active and passive uncooperative behaviour

cultural differences in creating and responding to conflict and stress

effect of differences in personal values and beliefs on behaviour and communication

using calm and confident behaviour to model cooperation.

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.

Organisation's procedures and guidelines may be influenced by:

detention centre, prison and custodial environment

community setting

level of security

location, layout and design

offender history, profile and classification

accommodation and services provided

reception facilities and delegations

type of record system

available equipment

security system and procedures.

Immediate needs may include:

specialist services and referrals

suitable accommodation

acceptable or required clothing and personal items

hygiene needs

health, injury and illness

storage and return of property

influence of drugs, alcohol or other substances

protection from themselves or others

cultural, religious and ethnic needs

stress, depression, anxiety and trauma

language and interpreter.

Referring offenders to specialist services may include the following specialist services:

medical

psychological

cultural, religious and spiritual

accommodation

counselling

protection

emergency.