Elements and Performance Criteria

Stakeholders may include:
reporting authorities within organisation
media
victims
external authorities e.g. parole board
Relevant procedures may include:
Commonwealth/State legislation
court orders
organisation’s policies and procedures
High risk offenders may include:
sex offenders
violent offenders
offenders against children
offenders with complex supervision requirements
offenders subject to media attention and/or who are high profile
offenders likely to cause harm to individuals and the community, such as:
arsonists
terrorists, etc.
Risk to self may be:
physical
psychological
Risk may come in the form of:
breaching conditions
assault/harm of others
physical/sexual abuse
Strategies to manage personal stress may include making use of:
informal debriefings
peer support programs
formal support
other organisational resources

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
Assessment and evidence must confirm ability to:
identify stakeholders in the management of high risk offenders
assess and control risks to self associated with dealing with high risk offenders
minimise personal stress brought about by dealing with high risk offenders
prepare written and oral reports on high risk offender management
adhere to legislative and organisational requirements regarding offender and stakeholder privacy
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 case management 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 coordinating offender management processes 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 coordinating offender management processes
access to appropriate learning and assessment support when required.
The context of performance will depend on the candidates’ roles and responsibility, the strategic objectives of the organisation, the focus of case management programs and processes and the conditions required by:
different models of case management
programmed intervention
classification and review requirements
need and risk assessment
reporting and referring to specialists
protective care
high-risk offenders
routine and special reports
organisational policy and procedures
relevant program standards
service and professional standards, including code of professional ethics or code of practice
case management models used in custodial environments
case management models used in community-based programs
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.