5. Plan and manage own workload 5.1 Plan and manage work to meet objectives 5.2 Demonstrate resilience in the management of workload 5.3 Review personal progress to improve management of workload In AC5.1 ‘objectives’ may include: time requirements, deadlines, constraints, resources, targets etc In AC5.2 the use of the word ‘resilience’ means adapting and bouncing back in what will be at times demanding circumstances. It also includes seeking assistance through appropriate channels when help is required. 6. Manage data and information to support delivery 6.1 Manage record keeping to support delivery 6.2 Use data and information to support delivery 6.3 Maintain the confidentiality of data and information Additional information about the unit Guided Learning Hours (GLH) 20 Title Unit 2: Safeguard individuals Level 3 Summary This unit is safeguarding individuals in the context of probation practice. Learning Outcomes The learner will: Assessment Criteria The learner can: Guidance
Learning Outcomes The learner will: Assessment Criteria The learner can: Guidance Understand engagement and inclusion 1.1 Explain how organisational policies and practices support engagement and inclusion with offenders 1.2 Explain how to engage with, and include, offenders 2. Engage with, and include, offenders 2.1 Engage with offenders to explore the effects of their behaviour on themselves and others 2.2 Encourage offenders to take responsibility for their own behaviour 2.3 Encourage offenders to resolve issues associated with attitudes and behaviours that are non-productive 2.4 Support offenders to overcome barriers to change 2.5 Establish appropriate goals with offenders 2.6 Use motivational skills to promote engagement and inclusion, with the aim of desistance 2.7 Use pro-social behaviours to assist offenders to recognise and put into practice positive behaviours 2.8 Demonstrate examples and benefits of positive changes in behaviour This learning outcome may apply to working with individuals and/or groups. AC2.5 involves the appropriate use of motivational interviewing. Motivational interviewing includes responding to an individual’s level of motivation, reflective listening, gaining empathy, the use of open questions and reflection of inconsistencies to promote change. Interviews and discussions with offenders may take place over telephone.
1.2 Review the evidence base for recommendations within reports 2. Evaluate information for formal reports 2.1 Identify the type of formal report required 2.2 Provide an evaluation of the: context and seriousness of the offence individual’s personal circumstances factors contributing to their offending behaviour history of their offending level of risk 2.3 Evaluate offenders’ progress with regard to addressing offending 2.4 Evaluate the risk of harm and the likelihood of further offending based on a review of factors associated with offending 2.5 Explain any identified risk of the likelihood of further offending and serious harm to possible victims In the NPS, the evaluation will need to cover sentencing and release decisions. In AC2.3, ‘offending’ includes responses to prior offending as well as current behaviours. In AC2.4 ‘factors associated with offending’ may include: previous behaviours mental health current attitude 3. Develop recommendations 3.1 Review the options available for recommendations 3.2 Discuss options with offenders 3.3 Assess and encourage offenders’ motivation to engage with identified options 3.4 Explore options with all stakeholders who may be: In the NPS, the learner will need to cover sentencing and release decisions. In AC3.1 the review of options should also be consistent with: the assessment of the offender offending behaviour mental health issues
4.3 Identify ways in which future programmes can be improved 4.4 Disseminate required reports about programme delivery and evaluation to the appropriate people Additional information about the unit Guided Learning Hours (GLH) 20 Title Unit 9: Represent the organisation at formal meetings 3 Summary This unit is about understanding formal meetings and how to represent own organisation at such meetings, ensuring that relevant information is exchanged and the views of those consulted and the organisation are presented. Learning Outcomes The learner will: Assessment Criteria The learner can: Guidance 1. Understand the principles underpinning formal meetings 1.1 Explain the functions of formal meetings 1.2 Summarise the procedures to be followed at formal meetings 1.2 Explain the forms of reporting required by the formal meetings 1.3 Summarise relevant legislation, organisational policies and procedures in relation to representing the organisation at formal meetings Formal meetings may include: court hearings, case conferences, oral hearings and parole boards. Reports can be oral as well as written. However, in most cases they are likely to be written.
4.3 Work with victims to determine the nature and extent of their needs 4.4 Assess the needs of victims to prioritise how their needs will be met 5. Conclude, record and present assessments of risks and needs of victims 5.1 Conclude assessments of risks and needs of victims 5.2 Record assessments in accordance with organisational and professional requirements 5.3 Present the conclusions of assessments Additional information about the unit Guided Learning Hours (GLH) 18 8 Level 3 Diploma in Probation Practice Units: Probation Services Officer Role Mapping Unit No Unit Offender Management Approved Premises Programme Victim Liaison Officer Court Officer Enforcement Officer 1 Demonstrate professional ethics, values and practices (mandatory to all roles)       2 Safeguard individuals (mandatory to all roles)       3 Working with own and other organisations (mandatory to all roles)       4 Demonstrate engagement and inclusion skills      