Quality Catalogue: Competency and Quality Framework for ...prisonstaff-project.eu/output/O2.pdf · Adrian SĂMĂRESCU (University of Pitesti [Universitatea din Pitesti] - Romania)

Quality Catalogue: Competency and Quality

Framework for Prison Staff

Tokat, April 2017

2 • www.prisonstaff-project.eu

Quality Catalogue: Competency and Quality Framework for Prison Staff

Reported by: Dr. Erdal ŞENOCAK Dr. Kerem KILIÇER Dr. Tahsin İLHAN Dr. Fatih YILMAZ

Contributed by: Dr. Erdal ŞENOCAK (Gaziosmanpaşa University - Turkey) Dr. Kerem KILIÇER (Gaziosmanpaşa University - Turkey) Dr. Tahsin İLHAN (Gaziosmanpaşa University - Turkey) Dr. Fatih YILMAZ (Gaziosmanpaşa University - Turkey) Enis Yavuz YILDIRIM (Turkish General Directorate of Prisons and Detention Houses - Turkey) Burhanettin ESER (Turkish General Directorate of Prisons and Detention Houses - Turkey) Hüseyin ŞIK (Turkish General Directorate of Prisons and Detention Houses - Turkey) Süleyman KAÇMAZ (Turkish General Directorate of Prisons and Detention Houses - Turkey) Mehmet Özkan ASLIPEK (Turkish General Directorate of Prisons and Detention Houses - Turkey) Ezgi ÇETİNTÜRK (Turkish General Directorate of Prisons and Detention Houses - Turkey) Erhan GÜVEN (Turkish General Directorate of Prisons and Detention Houses - Turkey) Melike ÖNBAŞ (Turkish General Directorate of Prisons and Detention Houses - Turkey) Gülnur Ceylan BAHRAMSARI (Turkish General Directorate of Prisons and Detention Houses - Turkey) İbrahim AKMAN (Turkish General Directorate of Prisons and Detention Houses - Turkey) Murat ARSLAN (Turkish General Directorate of Prisons and Detention Houses - Turkey) Burak TABUR (Turkish General Directorate of Prisons and Detention Houses - Turkey) Namık Kemal VAROL (Ankara Training Center of Prison and Detention Houses - Turkey) Haydar YALIN (Ankara Training Center of Prison and Detention Houses - Turkey) Sabri HATİPOĞLU (Ankara Training Center of Prison and Detention Houses - Turkey) Hülya GÜMÜŞ (Ankara Training Center of Prison and Detention Houses - Turkey) Georgeta CHIRLEŞAN (University of Pitesti [Universitatea din Pitesti] - Romania) Dumitru CHIRLEŞAN (University of Pitesti [Universitatea din Pitesti] - Romania) Adrian SĂMĂRESCU (University of Pitesti [Universitatea din Pitesti] - Romania) Nicoleta SĂMĂRESCU (University of Pitesti [Universitatea din Pitesti] - Romania) Sorin FIANU (University of Pitesti [Universitatea din Pitesti] - Romania) Cristina UNGUREANU (University of Pitesti [Universitatea din Pitesti] - Romania) Sofia da SILVA (National Association for Family Action [Associação Nacional para a Acção Familiar] - Portugal) Diego MANCINELLI (Social Cooperative Nonprofit Organization [Cooperativa Sociale Onlus] - Italy) Francesca CESARONI (Social Cooperative Nonprofit Organization [Cooperativa Sociale Onlus] - Italy) Sascha SMERZINI (Social Cooperative Nonprofit Organization [Cooperativa Sociale Onlus] - Italy)

This report has been prepared within the framework of Turkish Ministry of European Union, Education and Youth Pro-gram, Strategic Partnership project “2015-1-TR01-KA204-022215” entitled Improving the Professional Com-petence and Increasing the Social Development of Prison Staff. This project has been funded by the Eras-mus+ Program of the European Commission. Responsibility for the information and views set out in this publication lies entirely with the authors. Turkish National Agency and European Commission can not be held responsible for any use

Design : Dr. Kerem KILIÇER

Printing : Ankara Open Prison Press Ankara / TURKEY

Cover Design : Mehmet Edip ASLAN

© Copyright belogns to Gaziosmanpaşa University. All rights reserved. Licenced to Turkish Natinal Agency on condition. No part of this book may be reproduced, distributed in any form without permission and may be used without giving reference.

www.prisonstaff-project.eu • 3


CONTENTS

Introduction .................................................................................................... 51. Definition of Profession ..........................................................................................................62. Legal Regulations related to Profession ..................................................................................63. Work Environment and Conditions .......................................................................................74. Place of the Profession in International Classification System ..............................................75. Application Process and Application Conditions ...................................................................76. Evaluation Process ...................................................................................................................77. Training of Prison Staff ............................................................................................................8

A. Pre-Service Training Programs ............................................................................................8B. In-Service Training Programs ..............................................................................................9

8. Tasks and Professional Standards of Prison Staff ...................................................................9A. Tasks ....................................................................................................................................9B. Professional Standards .......................................................................................................13

Method .......................................................................................................... 141. Data Collection Process ........................................................................................................142. Data Analysis .........................................................................................................................14

Findings ......................................................................................................... 151. Working Professionally .........................................................................................................152. Working with Other ..............................................................................................................153. Professional Development ....................................................................................................19

Conclusion .................................................................................................... 21

References .................................................................................................... 22

Appendix ....................................................................................................... 23





INTRODUCTION

Crime as a term defined as behavior improper for con-ventions, morals and laws (TDK, 2016) is a fact as old as human history. Crime concepts is defined as a sanction projected by laws for life, freedom, property and honor of a person committing crime, or an agoniz-ing, challenging and painful sanction applied to those having improper behaviors (TDK, 2016).

Penal institutions are obviously the most important in-stitutions for implementation of these sanctions. Penal institutions are seen in 1700s with concept of “prison”. Punishments in Ottoman Empire were determined in accordance with seriousness of the crime. While me-dium or mild level crimes were punished with penalty, high-level crimes were punished with galley slavery or confinement in a fortress.

With imprisonment method preferred for punishing criminals, employees assigned by government are re-quired for accommodation and protection of prisoners and protection of imprisonment place.

Personnel working in these institutions provided safety and observation of criminals waiting for completion of a certain imprisonment period in a closed environment silently and in accordance with rules as a necessity for imprisonment approach previously.

Over time, change in the world has led to a change in punishment approach as well. Punishment methods such as agonizing or revenging a criminal have been replaced with education and amelioration programs, in that an improvement process with decarceration.

For this purpose, firstly teachers and preachers were assigned within penal institutions, and a more profes-sional approach has been adapted for punishment period by assigning psychologists and social service experts within this process.

This new approach has led to redefinition of task definitions of prison staff. Adaptation of this changing process by personnel working in these institutions for merely security purposes for approximately 200 years of process has taken some time. Hence, the idea of “Operation of Back-to-life” dated 19 December 2000 accepted as a milestone in history of penal institutions

and in-service education provision for the personnel has been an important step in our country.

It is an important indication to prevent repetitive crimes for reaching the target of decarceration of criminals. In order to reach this target, prison staff as the closest personnel to criminals are required to believe in this change on one hand, and be a role model on the other hand during implementation of punishments. This re-quirement has increased the importance of personnel education.

Initially, Penal Institution and Prison Personnel Ankara Education Center was established on 30.10.2000 in order that in-service education activities arranged for penal institution personnel are conducted in facilities established for this purpose in accordance with a con-temporary education approach. The personnel having the first education in these institutions had an educa-tion of 2 months and served as representatives of this new approach in back-to-life operations.

These prison staff acted as respectful for human rights and with consciousness that change of prisoners and arrestees was the most valuable task for the society, and they proved the importance of education once again.

Today, pre-service and in-service education programs are maintained for the personnel in five education cen-ters. Increase of personnel number and increase of education requirement of personnel day by day have raised requirement of diversification of education with distant education, on-site education and simulating methods.

Traditional education approach educates individuals with general targets and assumptions with unknown implementation areas, while modern adult education approach provides requirement-oriented, constantly renewed and problem-focused educations.

In education of prison staff working in penal institu-tions, basic educations for requirement of profession are required on one hand, and renewed legislation knowledge and up-to-date approaches for fight against



crime require lifelong learning concept on the other hand.

Education of prison staff is the most important tool for realization of decarceration as the principal target of punishment. All sorts of investment on this subject will enable profession members to conduct their task successfully and thusly, will make an important con-tribution for primarily rehabilitation of individuals and indirectly to society by raising healthy individuals.

Another target with provision of in-service education to personnel is concept of dynamic security. Dynam-ic security provides an institution environment where prisoners and arrestees inherently refuse to commit crime, along with all physical and human security com-ponents. Success of dynamic security is directly pro-portional with faith of personnel in education and ame-lioration studies. Each living individual goes through a programmed or unprogrammed learning process from birth to death. Professional life mostly consists of unprogrammed learning experiences. This may cause great problem as some learned information is wrong. In-service education studies may transform these learning experiences into acquisition of target behav-iors with a programmed education approach.

The purpose of working of a penal institution personnel with a prisoner as mentioned above is to prevent the criminal to commit crime again and to change the be-havior leading the criminal to be a criminal in the first place by changing him/her. Realization of this change process and highlight of the importance of the person-nel within this change process and provision of aware-ness may be acquired with education. While there is such an important task of prison staff in process of decarceration of people, the conducted studies show that prison staff have high work stress and very low job satisfaction (Yılmaz, 2001; Kaya, Çilli and Güler, 2003; İlgün, 2010). For purpose of eliminating these nega-tivities and enabling them to perform their tasks more effectively, a project named “project of enhancing so-cial and professional developments of prison staff” has been developed. With requirement analysis conducted within scope of the project and professional compe-tences to be determined, some education modules will be developed. Requirement analysis has been com-pleted in a previous stage of the project, a quality cata-log will be developed for prison staff in this stage. This

catalog will comprise qualifications that a prison staff should have for effectively realizing his/her mission.

1. Definition of Profession

A prison staff is uniformed personnel of a penal institu-tion. They are primarily of a profession group providing security services during execution of punishments of arrestees/prisoners violating social rules and hereby maintained in penal institutions. Prison staff are also seen as one of the basic components of the system in rehabilitations of prisoners and arrestees along with security services. Also, they maintain an important task enabling communication of prisoners and arrest-ees with penal institution management and other units.

In our day, prison staffhip has become a qualified pro-fession group with in-service educations and devel-oped, structured approach programs in parallel with developing and changing execution services. Along with security and amelioration services within penal institutions, prison staff are also one of the basic com-ponents of execution system in a number of areas of management services.

Prison staff desiring a promotion are of a profession group having the opportunity to serve in certain stages of institutional management provided that they are suc-cessful in central examinations. Prison staff evaluated as appropriate with principles for promotion and title change may be assigned for head prison staffhip with promotion in their title. Moreover, there is a responsi-ble head prison staff selected among head prison staff by institution manager in each penal institution.

2. Legal Regulations related to Profession

In 5th subparagraph of 22nd article of the Code Relating to Management of Prisoners and Execution of Punishment and Security Measures, a prison staff is defined as a person who is responsible for provision of security, order and discipline of the institution, follow-up and control of prisoners’ acts within the institution and keeping the institution clean and enabling acting of prisoners in compatible with internal regulations, and for fulfilling tasks assigned by manager and secondary



manager or, in case of their absence, administrative officer and chief prison staff.

3. Work Environment and Conditions

Prison staff work in penal institutions and probation directorates in affiliation with Ministry of Justice Directorate of General of Prisons and Detention Houses. They work in security services in penal institutions, workshops opened for profession acquirement of prisoners by open penal institutions and operated in affiliation with work dorms, units of institutions maintaining management services or related units of probation directorates.

Prison staff are of a profession group that works in communication with penal institution top directors, arrestees and prisoners, people from public, colleagues, attorney generals, judges, lawyers and soldiers. They may experience task changes with replacement in various open-closed penal institutions or probation directorates periodically depending on demands. Working conditions and hours of the personnel may be applied differently for employees in administrative tasks or employees conducting shift services.

4. Place of the Profession in International Classification System

Although prison staff are known with the names “cor-rection officer”, “prison guard”, “prison officer”, “correc-tional officer” in different countries, they are primarily employed as uniformed basic field personnel with pur-pose of conducting security and reeducation services. The profession group termed as “correction officer” until punishment system recent history in our history, correction officer name has been replaced with “pris-on staff” and head correction officer name with “head prison staff” with Council of Ministers’ Decision dated 18.07.1984 and numbered 84/8360. Also, cadres of these officers have been transferred to general man-agement services from auxiliary services class. Thusly, it is aimed to include qualified people with good educa-tional status within the profession (cited in Gedik 2011; Kurt, 2007, p. 102). Although prison staff conduct tasks similar to police force, they are evaluated within scope

of general management services in terms of employee personal rights and their salaries.

5. Application Process and Application Conditions

In Turkey, some of the personnel working in penal institutions are assigned by Ministry of Justice, while the others are assigned by jurisdiction justice commis-sions in places with heavy penal courts.

Ministry of Justice Directorate of General of Prisons and Detention Houses may realize personnel employ-ment for penal institutions and probation directorates on requirement. The institution may determine re-quired criteria for qualifications of the personnel de-sired to be employed. In this direction, it is required to have at least 70 points from public personnel selection examination in order to be able to apply for prison staff-hip. In addition, applicants are required to have some physical conditions as they conduct security services. These criteria are at least 170 cm of height and (+,-) 13 of height-weight difference for male prison staff. It is determined as at least 160 cm of height and (+,-) 13 of height-weight difference for female prison staff. In addition to these criteria, it is required for basic appli-cation and employment conditions that the applicant is graduate of at least high school or equivalent school, has no criminal record, has no relation with military service, has complete and fitted limbs, has no perma-nent product on face and has a health report taken from a general hospital.

6. Evaluation Process

Processes relating to personnel employment have been conducted studiously. In this respect, personnel selection and employment processes consist of a number of stages for prison staff. Firstly, people having required criteria for prison staffhip need to apply for justice commissions of provinces that is announced by Ministry and that they want to work. In applications made until the last day of application, five-fold number of applicants of prison staff number having the criteria and to be employed acquires candidate status to be taken into a verbal examination in accordance with candidate numbers. Afterwards, the verbal examination arranged in order to know the candidates better and



to evaluate them is conducted by a jurisdiction justice commission with a chairman and judges, of which one essential and one alternate member are determined by High Council of Judges and Prosecutors, and public prosecutor of that place pertaining to 114th article of Judges and Prosecutors Law numbered 2802.

Heavy penal institutions to employ prison staff are determined by Ministry of Justice. People with candidate status are subject to a verbal examination by commission members determined by Ministry of Justice. After security investigations, candidates regarded to be appropriate for prison staffhip by the commission are selected and are subject to educations and examinations in personnel education centers within the body of Ministry of Justice in order to have required in-service and professional educations. Candidates who have required criteria and who have completed verbal examinations successfully and who are successful in examinations conducted at the end of pre-service education in personnel education centers inaugurate by being assigned to institutions.

7. Training of Prison Staff

Contractual or staffed prison staff are provided with pre-service, training education and in-service education within scope of certain structured programs. Pre-service and in-service educations of prison staff are provided in education centers pertaining to Penal Institutions and Detention Houses Personnel Education Centers. In-service educations may be provided by jurisdiction justice commissions as well.

A. Pre-Service Training Programs

Staff prison staff are provided with courses in Figure 1 within scope of pre-service education in Penal Institutions and Detention Houses Personnel Education Centers. These course titles are courses determined by pre-service education regulation. 3 months of theoretical and 2 months of applied education are provided in pre-service education programs, and success is measured with one midterm exam and one final exam. Body defense and collective defense sports are realized with application.

Contractual prison staff assigned to the institutions are provided within scope of pre-service

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Figure 1. Pre-Service Training Program for Prison Sta�



educations with courses in Figure 2 within scope of training education for 3 week.

B. In-Service Training Programs

In Penal Institutions and Detention Houses Personnel Education Centers, apart from pre-service educations,

staff and contractual prison staff are provided with education programs in subjects in Table 1 within scope of in-service education. Education programs are renewed in accordance with needs and are included into yearly plan and are announced after approval from education council.

Table 1. In-Service Training Topics

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Use of UYAP ScreensTeam WorkTechniques of Coping with Stress Corporate Image and Relationship ManagementAnger ManagementProfessional EthicsEffective CommunicationEmpathyBurnout and MotivationHuman RightsOfficial Correspondence RulesBeing Positive Social ModelOffice ManagementApplied Fire EducationFirst Aid EducationPersonnel Support ProgramGroup Leadership Program for Prison Staff Working with Child

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Figure 2. In-Service Training Program for Prison Sta�



8. Tasks and Professional Standards of Prison Staff

A. Tasks

Basic tasks of prison staff as penal institution personnel are as follows:

9 Treating prisoners and arrestees humanly and justly

9 Providing security of all prisoners and arrestees

9 Preventing escape of dangerous prisoners

9 Enabling public security and order in penal institutions

9 Enabling prisoners to evaluate their sentence periods positively and their reintegration into society.

Prison staff conduct a number of tasks within execu-tion system along with abovementioned basic tasks. They serve in security and observation unit responsi-ble of security, order and discipline in penal institutions, and their most important task is to enable maintaining security and execution service in the best way. More-over, it may be said that they are of a profession group undertaking basic communication and bridge function between prisoners and arrestees and management in the institutions. Prison staff who work in penal institu-tions, meet basic needs of prisoners/arrestees and are in constant communication with them are of a profes-sion group that helps decarceration of criminals and enables operation of security services. Within scope of communication with prisoners/arrestees, prison staff keep required written papers and documents relating to prisoners and arrestees, enable their placement in wards, and check wards regularly. In this regard, a qualified prison staff is expected to have detailed infor-mation relating to legislation and relevant tasks, care his/her appearance, be a positive model with attitudes and behaviors, look after professional ethical values, be fair and unbiased, have skills of anger management and communication, empathy skills, have work disci-pline and be inclined to team work, be able to cope with tough behaviors and risky situations, like his/her profession, be open to development and learning.

Prison staff conduct the following responsibilities, ac-tivities and tasks in various units and areas in penal institutions. Said tasks and professional standards are

reviewed as a results of studies conducted based on Code Pertaining to Penal Institutions Management and Execution of Punishment and Security Measures within scope of “Twinning Project of Improvement of Execution Services in Penal Institutions” operated in partnership with England, Portugal and Turkey Military of Justice between years 2013-2015.

Basic Tasks

1. Watching/observing arrestees-prisoners

2. Searching arrestees-prisoners

3. Searching buildings/rooms and additions of the penal institution

4. Searching substances coming to the institu-tion

5. Performing counting appropriately

6. Using balanced force within scope of right to use force in situating threatening security of the institution and people

7. Opening and closing aeration garden doors at determined times

8. Taking necessary precautions in extraordinary natural conditions and informing a superior as soon as possible

9. Enabling secure mobility of arrestees-prison-ers within the institution

10. Enabling security and order of visiting area

11. Enabling security and order of common activ-ity area

12. Making physical observation of arrestees-pris-oners, informing a superior when necessary (abusing signs, disease indications)

13. Taking charge in informing arrestees-prison-ers

14. Taking charge in temporary room placement of arrestees-prisoners

15. Standing guard in places of duty

16. Processing information in place of duty into UYAP system

Tasks of Prison Staff in Other Units

Entrance into building

1. Searching personnel on entrance into building

2. Checking visitor passage points

3. Searching visitors and materials



4. Making registration and entrance procedures of lawyers and visitors coming into the institu-tion outside the working hours

5. Searching and checking packages coming into the institution

Admission and Release

1. Watching admission, release and transfer pro-cedures

2. Being present in lawyer visit admission pro-cedure

3. Making blow-force check for prisoner during admission

Control Center

1. Operation of security cameras and observing security principles by means of security cam-era system

2. Making cleaning and maintenance of devices, reporting technical problems to the related de-partments

3. Making relevant official reports and records

4. Performing display of courses and film CD’s from central broadcasting system

5. Following mobility of arrestees/prisoners with-in the institution, warning of employees relat-ing to risky situations such as encounter of groups

Letter Issues

1. Checking of letters sent and received by ar-restees/prisoners and making delivery to the relevant people

2. Taking charge in procedures of checking, dis-tribution and record for newspapers, journals and books coming to the institution via mail

Telephone Issues

1. Taking charge in telephone calls of arrestees/prisoners

2. In case of improper telephone call by arrest-ees/prisoners, terminating the call and inform-ing superiors

3. Taking charge in delivery and admission of re-lated documents

Canteen and Sales Unit

1. Delivering canteen demands of arrestees/prisoners

2. Detection of canteen requirements, receiving these from storehouse, cleaning, recording and preserving them


4. Taking charge in monthly canteen inventory

Deposit Fund-Valuable Item Unit

1. Recording and preserving all sorts of money, currency and valuable item received during searching of arrestees/prisoners recently ar-rived into the institution

2. Receiving money brought to the institution and sent with money order for arrestees/prisoners in the institution, and transferring the same to the arrestees/prisoners

3. Following expenses of arrestees/prisoners in the institution from the institution canteen and their weekly limits, writing a receipt in exchange of canteen voucher and transferring the money to work dorm account

4. Sending money and valuable items that could not be delivered during transfer and release of arrestees/prisoners by means of mail or cargo

5. Sending money and valuable items to estate judgeship in case of death of arrestees/prison-ers

6. Receiving daily UYAP cash audit official report and cash-counting

7. Receiving statements of account and preparing accounts for supervision at the ends of months

Deposit Article Unit

1. Receiving articles of arrestees/prisoners coming into the institution and not delivered to them and deemed appropriate to keep at storehouse and enabling their storage

2. Receiving articles of arrestees/prisoners in the institution brought to the institutions or sent by money order

Execution Unit

1. Taking charge in conductance of all sorts of correspondence, record, filing, follow and no-



tification procedures conducted in execution unit relating to trial or execution procedures of arrestees/prisoners

2. Taking charge in all sorts of admission, dis-patch, transfer and release correspondences of arrestees/prisoners

3. Taking charge in delivery and admission of documents relating to the unit

4. Taking charge in UYAP record of related in-formation

Accountancy

1. Conducting works and procedures relating to accountancy, conducting necessary UYAP procedures

2. Keeping records of work dorm purchasing procedures and records

3. Realizing duty of chiefdom of works in work dorm

4. Taking charge in duty of storehouse officer in work dorm

5. Taking charge in duty of cashier in work dorm

6. Taking charge in duty of storehouse responsi-ble in work dorm

7. Making supervision of arrestees/prisoners working in work dorms

8. Enabling sending of incoming-sent correspon-dences relating to work dorm over UYAP sys-tem

9. Replacing accountant when necessary

Health Services

1. Making paperwork relating to health unit

2. Accompanying coming-leaving of arrestees/prisoners to/from the health unit

3. Conducting security procedures with prison staff in infirmary



Kitchen

1. Taking charge in distribution of meals to rooms of arrestees/prisoners

2. Following procedures relating to arrestees/prisoners working in the kitchen

3. Following works relating to security and order of the kitchen

Library

1. Conducting security procedures with prison staff in the library


3. Following procedures relating to record, pres-ervation and use of arrestees/prisoners of books and publications in the library


5. Following activities of arrestees/prisoners working in the library

6. Enabling order of the place spared for library and bookshelf and detection of requirements

Personnel Unit

1. Conducting tasks required to be done in the personnel unit

2. Taking charge in all sorts of record, correspon-dence and following procedures relating to personnel rights conducted in the personnel unit


4. Conducting and archiving disciplinary pro-ceedings relating to personnel


Psycho-social Services

1. Accompanying coming-leaving of arrestees/prisoners to/from psycho-social service unit

2. Enabling security during individual and group interviews conducted in the unit

3. Maintaining communication/coordination with people outside the penal institution in cooper-ation with psycho-social services


5. Taking charge in making arrestees/prisoners fill in related forms




7. Taking charge in arrangement of common area activities for arrestees/prisoners

8. Taking charge in arrangement of social and cultural activities

Storehouse Unit

1. Taking charge in procedures relating to gen-eral budget conducted by the storehouse unit

2. Conducting tasks relating to penal institution archives



Switchboard

Conducting tasks defined for switchboard officers in instituting with absence of a switchboard officer

Training Unit

1. Taking charge in all sorts of procedures relat-ing to educations of arrestees-prisoners

2. Conducting security and observance tasks in institution education areas

3. Preparing score cards of additional courses conducted by people assigned with title of ed-ucator in penal institutions

4. Taking charge in communication and coordi-nation with people outside of penal institution relating to education subjects and activities


6. Taking charge in making arrestees/prisoners fill related forms


8. Taking charge in arrangement of social and cultural activities

B. Professional Standards

Professional standards relating to responsibility, activities and tasks of prison staff are given below in accordance with their titles:

1. Performing vehicle searches

2. Making prisoner-arrestee, place and environ-ment searches

3. Protecting rights of arrestees and prisoners deprived of freedom

4. Receiving and removing from instituting of ar-restees-prisoners and articles

5. Providing security during visits

6. Contributing to security in the penal institution

7. Enabling security and order in the penal insti-tution

8. Enabling security while accompanying arrest-ees/prisoners

9. Aiding in event and emergency control

10. Controlling and restricting arrestees/prisoners

11. Preserving security observance equipment

12. Enabling supervision for arrestees and pris-oners entailing risk for themselves and other people

13. Reducing disturbing or preventive behaviors

14. Contributing to prevention and management of improper behaviors

15. Supporting arrestees/prisoners in participating in activities (Applicable for prison staff working in psycho-social services)

16. Distributing deposit money of arrestees/pris-oners

17. Contributing to provision of security and pro-tection of individuals

18. Enabling security of Closed Circuit Camera Room (Applicable for prison staff working in control center)

19. Detecting learning requirements and kinds of individuals (Applicable for prison staff working in education unit)

20. Detecting learning and development process-es of employees (Applicable for prison staff working in education unit)

21. Managing information, saving and commu-nication systems (Applicable for prison staff working in control center)



METHOD

This stage of the project aims constitution of a quality catalog for prison staff. This catalog comprises com-petences that a prison staff should have in order to conduct his/her profession effectively. Competence concept is accepted as the basic qualification to result in effective or high performance of an employee in his/her profession (Dubois, 1993, p. 9).

1. Data Collection Process

A combined research approach has been adapted in forming the catalog content and the catalog has been formed at the end of consecutive four stages. Initial-ly, an article pool was formed for competences to be incorporated into the catalog. On forming the article pool, a path was followed firstly from specific to gen-eral (from indications to competences), and then from general to specific (from basic competences to indica-tions relating to information, skill and attitude). For this purpose, initially literature scanning was performed by the project team in national and international level, and main competences and their sub-competences were determined for the competence pool. Afterwards, per-formance indications defining determined main and sub-competences and capable of measuring the same were formed. In process of constituting performance indication, definition and scope of the related compe-tence area was constituted within scope of the studies in the literature. Then, within frame of the determined scope, key subjects were evaluated, and indications directly proportional with weight of each key subject were written. After completion of indication writing procedure, all written indications were evaluated as a whole by the project team. In this evaluation, it was dis-cussed whether indications comprise related compe-tence area, whether they are understandable, whether there is another indication with the same meaning, whether indications are measurable. Improvements are continued until agreement of the project team on all performance indications. Following this stage, a work-shop study was conducted with relevant people (penal institution personnel) and an expert from professional competence institution, and competences and perfor-mance indications that prison staff should have were discussed. These discussions were conducted as fo-

cus group interviews. Focus group interview is one of the most systematic data collection methods in social sciences commonly used in education researches. The focus group interview defines interview conducted with a small group and process of acquiring detailed information (Bowling, 2002), or a carefully planned discussion in an environment enabling free expression of thoughts of individuals (Krueger, 1994) in the litera-ture. In this study, an environment was provided where participants can express their opinions freely, and de-tailed and multidimensional interviews were conducted relating to the quality catalog to represent competenc-es of prison staff. 25 people working in different units of penal institutions participated in these interviews. These people were divided into three groups in accor-dance with their fields of expertise, and each group participated into focus group interview consisting of semi-structured questions with lead of a researcher. During these interviews, participant opinions were tak-en for new performance indications along with discus-sion of predetermined prison staff competences.

2. Data Analysis

During the analysis of data, competences formed by experts and performance indication of these, and thoughts and experiences of people from literature were utilized, and the quality catalog was strength-ened. Also, professional competence institution expert provided expert opinion on the performance indica-tions. Following this stage, opinions of foreign partners of the project (Portugal, Italy, Romania) were taken, relating to content of the quality catalog. The formed competences and performance indications were sent to foreign partners, and they are requested to examine the same with respect to present, up-to-date compe-tences of employees in the same profession group in their countries. In line with feedbacks provided, com-petence areas and performance indications in the cat-alog were revised. In the last stage, the revised com-petences was revised as a whole in project evaluation meeting performed with participation of all project part-ners, and each indication was finalized with opinions of all partners.



FINDINGS

In this section, competences in the quality catalog and indications of these competences are presented. The catalog comprises basic competence areas for pris-on staff, sub-competence areas representing these fields and performance indications for prison staff. Table 2 presents data summarizing prison staff pro-fessional competences. The formed prison staff pro-fessional competences are given in Appendix-1 as a whole.

Working Professionally

Professionalism basic competence area contains in-formation, skills and behaviors in level of attitude of prison staff for;

● exhibiting features such as responsibility, time man-agement, task consciousness and conformity to task definition on performing tasks relating to the profes-sion,

Table 2. The Competency and Qualities Framework of Prison Staff

Core Competency Area

Sub-Competency Areas

Number of Indicators

Working Professionally Professional Ethics and Legal IssuesPsychological ResilienceProblem Solving and Decision MakingWork DisciplineAchieving a Safe and Secure Environment

1615121116

Working with Other Effective CommunicationTeam Work and CollaborationRelationship ManagementCare and Sensibility

18171413

Professional Development InnovativenessCareer PlanningProfessional Decision/Persuance

101010

● acting in accordance with laws and universal truths that should be known in application of the profession,

● developing strategies for difficulties to encounter and determining an appropriate choice,

● coping with tough situations that may be encountered, adapting to these situations and power to pull himself/herself together,

● contributing to enabling a peaceful and secure envi-ronment,

Within this competence area, there are totally 70 in-dications under five competence areas as seen in Table 3.

On examination of indications in this competence area, it is seen that a prison staff with professionalism competence should act with consideration of legal and ethical subjects, act plannedly with responsibility con-

sciousness and contribute for formation of a secure and peaceful environment for both penal institution personnel and arrestees/prisoners while performing his/her profession effectively. Moreover, he/she should produce solutions within frame of authority areas on encountering a problem and adapt to these situations by coping with tough situations and pull himself/herself together psychologically.

Working with Others

Working with others competence area contains infor-mation, skills and behaviors in level of attitude of pris-on staff for:

● understanding and explaining effectively by using verbal and nonverbal communication components to-wards people of interaction,



Table 3. Competency and Qualities Framework of Prison Staff about Working Professionally

Sub-Competency Areas Indicators

Professional Ethics and Legal Issues

Knowledge ● Explains legal rights about their profession. ● Knows the current laws and regulations of the country about the profession. ● Explains basic right and freedom mentioned in the constitution. ● Describes ethical statuses that could be encountered in the profession. ● Knows international references on human rights protection and enforcement of sentences.

Skill ● Acts within the boundaries prescribed in the constitution regarding basic human rights and freedoms.

● Process the operations regarding detainees and prisoners in line with the applicable code of conduct.

● Acts in the profession within the boundaries within the legislation. ● Exhibits the most appropriate behavior when ethical and legal issues arise. ● Takes a professional attitude towards the persons whom interacted (coworkers, detainees/prisoners etc) in their profession.

Attitude ● Respects human rights. ● Guides coworkers by their ethical behaviors. ● Embraces ethical behaviors. ● Aware of legislative accountability about issues with the profession. ● Respect the Constitution and laws of the country and apply the laws in accordance with his/her competence, with compliance of professional ethics.

● Refrains from expressing or applying political opinions during his/her professional duties. ● Defends importance of ethical values in their profession.

Achieving a Safe and Secure Environment

Knowledge ● Describes codes and instructions regarding safety and health at work. ● Explains how to prevent psychological and physical violence at the workplace. ● Lists application stages of the basic first aid. ● Explains how to use devices in security check. ● Lists basic reconciliation methods. ● Describes risk statuses relevant with the profession (jailbreak, riot, fire etc.) and strategies to prevent and/or management.

Skill ● Undertakes security precautions against behaviors that would cause potential violence. ● Shares determined security breaches with the relevant persons and authorities. ● Uses necessary technological devices during security checks (sensitive door, X-ray, metal detectors etc.).

● Undertakes necessary precautions to prevent psychological and physical violence at the workplace.

● Applies first aid practices without avoiding security precautions when necessary. ● Uses appropriate prevention and/or management strategies in risky conditions (jailbreak, riot, fire etc).

Attitude ● Take care of complaints and problems of detainees and prisoners in a constructive manner. ● Pay attention to cooperate with the relevant persons and divisions to prevent physical or psychological security threats.

● Adopts mediator role to resolve conflict that could be encountered at the workplace. ● Defends importance of safe and peaceful environment in terms of efficiency at work.



Problem Solving and Decision Making

Knowledge ● Explains effective problem solving methods. ● Describes problem solving stages. ● Describes professional authority and responsibilities in problem solving.

Skill ● Selects the most appropriate method for solution of the problem encountered. ● Foresees most possible problems based on observations. ● Make decisions most appropriate to their authority in profession. ● Uses experiences in solution of new problems. ● Applies decisions made without hesitation during performing their duty. ● Resolves the problems encountered in the profession timely.

Attitude ● Adopts cooperation with others to resolve problems in the profession. ● Open to alternative suggestions for solution of problems encountered in the profession. ● Defends that there could be multiple solution ways for problems.

Work Discipline Knowledge ● Describes effective time management process. ● Aware of authority and responsibilities assigned. ● Aware of limitations of task description. ● Explains the effect of planning on work efficiency.

Skill ● Follows work plan / program. ● Performs tasks relevant with profession by the established deadline and according to the plan. ● Undertakes responsibility when performing profession within their authority. ● Exhibits behaviors task description regarding their profession.

Attitude ● Pays attention to perform their responsibilities when implementing their profession responsibilities on time and completely.

● Strives to do their best when fulfilling their responsibilities in their profession. ● Adopts planned work in their profession.

Psychological Resilience

Knowledge ● Explains the stress factors that could be encountered in their profession. ● Explains the effects of personal, relationship and family factors in coping with stress. ● Gives examples of experts whom could be appealed in coping with stress. ● Describes negative affections that could arise in their profession. ● Explains affection organization strategies that could be used when difficulties are encountered. ● Explains how to cope with psychological issues that could be encountered in professional life.

Skill ● Maintains optimistic point of view when encountered with obstacles in the professional life. ● Uses one of the appropriate coping techniques specific to the negative circumstances that could be encountered.

● Recover themselves when face difficult situations in life by taking advantage of strengths. ● Uses social support factors for resolution of issued encountered. ● Maintains dignity in cases of uncertainty and risk circumstances. ● Manifests self control in case of extreme and difficult situations.

Attitude ● Willing to maintain positive future expectations. ● Put emphasis on using social support for resolution of issues in professional life. ● Maintain positive point of view when face with obstacles in professional life. ● Cherish protecting autonomy against pressure circumstances in professional life.



● contributing to taking charge, acting mutually and team success with cooperation within the team to-wards a target,

● defining, analyzing and maintaining relationships with the institution or institutions,

● being sensitive in attitudes and behaviors towards his/her colleagues and arrestees/prisoners.

Within this competence area, there are totally 62 in-dications under five competence areas as seen in Table 4.On examination of indications in this competence area, it is seen that a prison staff with working with others competence should communicate with people from work effectively using verbal and nonverbal com-

Table 4. Competency and Qualities Framework of Prison staff about Working with Others


Relationship Management

Knowledge ● Describes types of relationships. ● Lists relationship management strategies. ● Explains how to protect personaland relationship boundaries. ● Discusses necessity of being honest and open in relations. ● Explains the effect of professional attitude in business relationships on efficiency. ● Discusses the impact of words and actions on others.

Skill ● Preserves personal boundaries in business relationships (sub-ordinate/superior relationship, coworkers, prisoners/detainees).

● Develops relationships based on open, honest and thrust. ● Manages relationship without confusing them with affections. ● Allows counterpart to express themselves in business relationships.

Attitude ● Respects to others’ opinions. ● Place emphasis on being honest and constructivist in business relationships. ● Respects others personal/relationship boundaries of other in business environment. ● Defends healthy relationship management develops personal and institutional image.

Care and Sensibility

Knowledge ● Explains basic humanitarian values. ● Explains how to preserve privacy of detainees and prisoners. ● Evaluates how to assist to the persons whom interacted(coworkers, detainees/prisoners etc.) with their needs.

● Explains the effect of caring the persons whom interacted on their mental health. Skill

● Behaves to the person whom interacted (coworkers, detainees/prisoners etc.) according to code of kindship.

● Exhibits appropriate behaviors by observing humanitarian values. ● Strive for creating an environment for detainees and prisoners in terms of appropriate life conditions.

● Selects appropriate solutions meeting the needs of detainees and prisoners carefully. ● Preserves privacy of detainees and prisoners.

Attitude ● Respects personal and cultural differences of detainees and prisoners. ● Sensitive to needs of persons whom interacted with (coworkers, detainees/prisoners etc.). ● Considers that being sensitive and devote dare part of his job. ● Pays attention to behave the persons whom interacted (coworkers, detainees/prisoners etc.) within limits of human values.



Team Work and Collaboration

Knowledge ● Explains the relationship between cooperation and success. ● Describes the effect of undertaking responsibility on teamwork. ● Provides examples of how to act in harmony. ● Discusses effect of leadership on teamwork. ● Explains facilitating influence of team work.

Skill ● Take action in team spirit to reach joint targets. ● Motivates friends for team success. ● Contributes in making joint decision. ● Gives constructivist feedback to team members timely. ● Works in coordination and harmony with team members and others. ● Undertakes responsibility for team success.

Attitude ● Cherish potential of team members (skill, experience, creativity and contribution etc). ● Willing to lead when necessary. ● Respects different opinions in team. ● Willing to share knowledge and experience for team success. ● Open to support and assistance of team members. ● Supports decision of team even though not agree.

Effective Communication

Knowledge ● Explains that listening is the beginning of the effective communication. ● Explains how to comprehend opinions and affection of the persons whom interacted with (coworkers, detainees/prisoners etc.).

● Describes basic factors of communication. ● Lists solution strategies against communication conflicts that could be encountered in business environment.

● Lists factors hindering communication. ● Explains how to use body language effectively.

Skill ● Listens the persons whom interacted (coworkers, detainees/prisoners etc.) without prejudice. ● Uses empathy in communicating with other. ● Uses body language effectively. ● Uses body language to support basic language skills (reading, listening, speaking and writing). ● Selects words carefully during communication. ● Manages communication conflicts by using communication factors.

Attitude ● Pay attention to listening to receive the message correctly. ● Respects other’s opinions even though not agree. ● Pays attention to establish communication with others without prejudice. ● Defends importance of being constructivist during conflictive situations. ● Aware of significance of body language in communication. ● Cherish preservation of healthy communication in business environment.

munication components, contribute to team success by participating into the team, understand the effect of professional acting on efficiency in work relations, be aware of the effects of acting the people of interaction within frame of human values.

Professional Development

Professional development competence area contains information, skills and behaviors in level of attitude of prison staff for:

● enabling continuation of professional development in line with his/her career plans,



● being open to learning, being willing to produce inno-vative solutions and approaches relating to the pro-fession and being inclined to developing his/her skills,

● planning his/her professional development with the aim of developing his/her competences by means of self-evaluation in line with his/her own and institution requirements.

Within this competence area, there are totally 30 in-dications under three competence areas as seen in Table 5.

On examination of indications in this competence area, it is seen that a prison staff with professional de-velopment competence should be open to innovation and change and determine open targets relating to professional development in order to perform his/her profession in a better way. Moreover, the importance of being willing about following up-to-date information sources relating to professional development and con-tinuing professional development.

CONCLUSION

Table 5. Competency and Qualities Framework of Prison staff about Professional Development


Innovativeness Knowledge ● Explains effects of being open to innovation and change on professional development. ● Lists which paths need to be followed to develop innovation characteristics. ● Discuss how to adjust to novelty and change.

Skill ● Tries innovative paths within the framework of authority at work. ● Makes suggestions for enhancing current practices. ● Contributes in development of creative and original ideas/practices.

Attitude ● Open to life-long learning and development. ● Cherish innovative solutions in professional environment. ● Open to change opportunities with their profession. ● Willing to try new opinions/applications.

Career Planning Knowledge ● Lists which aspects/competencies need to be developed. ● Explains how professional development could be achieved within the life-long learning framework.

● Provides examples about which resources could be utilized in professional development.Skill

● Establishes clear objectives in own careers (getting promoted/ management). ● Prepares practical planning regarding professional development. ● Take advantages of opportunities with professional development.

Attitude ● Act proactively in professional development (have a foresight) to perform their task better. ● Defends the positive effect of professional development on professional success. ● Pays attention to developing professional development strategies appropriate to their professional needs.

● Believes, knowing a foreign language will contribute his/her professional development.



In this stage of the project, a quality catalog has been formed for prison staff within frame of requirement analysis data, related literature and interviews of people conducting this profession and project foreign partners. The catalog consists of 3 basic competence areas (professionalism, working with others, profes-sional development), 12 sub-competence areas and 162 performance indications. Under professionalism title, there are competences relating to professional laws and regulations, professional ethics, coping with tough situations on conducting the profession, adapt-ing to tough situations and power to pull himself/herself together, problem solving skills, working discipline and constituting a peaceful and secure environment. Un-der professionalism title, there are basic competences relating to understanding and explaining effectively by using verbal and nonverbal communication com-ponents towards people of interaction, contributing to taking charge, acting mutually and team success with cooperation within the team towards a target, defin-ing, analyzing and maintaining relationships with the institution or institutions, being sensitive in attitudes and behaviors towards his/her colleagues and arrest-

ees/prisoners. Under professionalism title as the last title, there are competences relating to being open to learning, being willing to produce innovative solutions and approaches relating to the profession and being inclined to developing his/her skills, planning his/her professional development with the aim of developing his/her competences by means of self-evaluation in line with his/her own and institution requirements, en-abling continuation of professional development in line with his/her career plans.This catalog has the qualification of being the first qual-ity catalog developed for prison staff in our country. With this aspect, the catalog will contribute to academ-ic studies to be conducted on prison staff and to pro-fessional competence institution studies with the target of determining national competences for qualified work force. This catalog will also contribute to in-service ed-ucation programs and education modules as the next stage of the project. Education program modules will be formed based on the performance indications in the quality catalog

Professional Decision / Pursuance

Knowledge ● Explains how to pursue professional development. ● Explains how to access current information resources concerning professional development (internet, book, in-service training courses etc.).

● Discusses the influence of motivation and decisiveness on professional development.Skill

● Follows current information resources regarding professional development(internet, book, in-service training courses).

● Applies an appropriate professional development program. ● Manages professional development process in a decisive and flexible way. ● Motivate themselves for pursuing professional development.

Attitude ● Willing to pursue professional development. ● Cherish pursuing career plans in flexible path. ● Exhibits determination regarding pursuing professional development.



REFERENCES

Bowling, A. (2002). Research Methods in Health: In-vestigating Health and Health Services. Philadel-phia, PA: McGraw-Hill House.

Code Relating to Management of Prisoners and Ex-ecution of Punishment and Security Measures,, 2005, 22/5.

Dubois, D. D. (1993). Competency-based Perfor-mance Improvement: A Strategy for Organiza-tional Change. Amherst, MA:HRD

Gedik, C. (2011). Ceza ve İnfaz Kurumlarında Görev Yapan İnfaz ve Koruma Memurlarının İnsan Hak-larına Bakışı. Unpublished Master Thesis, Malte-pe University, İstanbul, Turkey.

İlgün, E. (2010). İnfaz Koruma Memurlarının İş Doyu-mu ve Tükenmişlik Düzeylerinin Bazı Değişken-ler Açısından İncelenmesi. Unpublished Master Thesis, Selçuk University Social Sciences Insti-tute, Konya, Turkey.

Kaya, N., Çilli, A. S. & Güler, Ö. (2003). Cezaevinde Çalışan İnfaz ve Koruma Memurlarında Psiki-

yatrik Bozuklukların Bir Yıllık Yaygınlığı. Journal of General Medicine, 13(2), 59-63.

Krueger, R. A. (1994). Focus Groups: A Practical Guide for Applied Research. London: SAGE.

Kurt, M. (2007). Cezaların İnfazı ve Ceza İnfaz Kurum-larının Sorunları. Ankara: Adalet

TR/2010/IB/JH/01 Twinning Project of Improvement of Execution Services in Penal Institutions, Draft Work Definitions and Professional Standards, Directorate General of Prisons and Detention Houses Administrative Records.

Yılmaz, B. (2001). Stress in Penal Institution Employ-ees: Institutional and Individual Coping Methods: Turkish Republic Ministry of Justice Symposium of Execution of Crime on entering into 21st cen-tury. General Directorate of Publication. Special Series: 4, Ankara

Retrieved from www.tdk.gov.tr at 05.12.2016



Professional Ethics and Legal Issues

This sub-competency

area includes acting in the profession w

ithin the boundaries of legislation and universal codes

KN

OW

LEDG

E

●Explains legal rights about their profession

●Knows the current laws and regulations of the country about the profession

●Explains basic right and freedom mentioned in the constitution

●Describes ethical statuses that could be encountered in the profession

●Knows international references on human rights protection and enforcement of sentences.

SK

ILL

●Acts within the boundaries prescribed in the constitution regarding basic human rights and freedoms

●Process the operations regarding detainees and prisoners in line with the applicable code of conduct

●Acts in the profession within the boundaries within the legislation

●Exhibits the most appropriate behavior when ethical and legal issues arise

●Takes a professional attitude towards the persons whom interacted (coworkers, detainees/prisoners etc) in their profession

ATTITU

DE

●Respects human rights ●Guides coworkers by their ethical behaviors ●Embraces ethical behaviors ●Aware of legislative accountability about issues with the profession

●Respect the Constitution and laws of the country and apply the laws in accordance with his/her competence, with compliance of professional ethics

●Refrains from expressing or applying political opinions during his/her professional duties

●Defends importance of ethical values in their profession

Work Discipline

This sub-com

petency area includes exhibiting characteristics such as responsibility, tim

e m

anagement, sense

of duty, and fulfilling task description w

hen perform

ing their tasks

●Describes effective time management process

●Aware of authority and responsibilities assigned

●Aware of limitations of task description

●Explains the effect of planning on work efficiency

●Follows work plan / program ●Performs tasks relevant with profession by the established deadline and according to the plan

●Undertakes responsibility when performing profession within their authority

●Exhibits behaviors task description regarding their profession

●Pays attention to perform their responsibilities when implementing their profession responsibilities on time and completely

●Strives to do their best when fulfilling their responsibilities in their profession

●Adopts planned work in their profession

Problem Solving and Decision Making

This sub-competency

area includes determ

ining appropriate option and developing strategy against difficulty experienced in their profession

●Explains effective problem solving methods

●Describes problem solving stages ●Describes professional authority and responsibilities in problem solving

●Selects the most appropriate method for solution of the problem encountered

●Foresees most possible problems based on observations

●Make decisions most appropriate to their authority in profession

●Uses experiences in solution of new problems ●Applies decisions made without hesitation during performing their duty

●Resolves the problems encountered in the profession timely

●Adopts cooperation with others to resolve problems in the profession

●Open to alternative suggestions for solution of problems encountered in the profession

●Defends that there could be multiple solution ways for problems

WORKING PROFESSIONALLY



Psychological Resilience

This

sub

-co

mpe

tenc

y ar

ea in

clud

es

abili

ty to

han

dle

diffi

cult

stat

uses

th

at c

ould

be

enco

unte

red

beca

use

of th

e pr

ofes

sion

; and

th

e st

reng

th to

ad

apt t

o ne

w

stat

uses

and

re

cove

r fro

m

them

KN

OW

LED

GE

●Ex

plains

the s

tress

facto

rs tha

t cou

ld be

en

coun

tered

in th

eir pr

ofess

ion ●Ex

plains

the e

ffects

of pe

rsona

l, re

lation

ship

and f

amily

facto

rs in

copin

g wi

th str

ess

●Gi

ves e

xamp

les of

expe

rts w

hom

could

be

appe

aled i

n cop

ing w

ith st

ress

●De

scrib

es ne

gativ

e affe

ction

s tha

t cou

ld ar

ise in

their

profe

ssion

●Ex

plains

affec

tion o

rgan

izatio

n str

ategie

s tha

t cou

ld be

used

whe

n dif

ficult

ies ar

e enc

ounte

red

●Ex

plains

how

to co

pe w

ith ps

ycho

logica

l iss

ues t

hat c

ould

be en

coun

tered

in

profe

ssion

al life

SK

ILL

●Ma

intain

s opti

misti

c poin

t of v

iew w

hen e

ncou

ntere

d with

ob

stacle

s in t

he pr

ofess

ional

life ●Us

es on

e of th

e app

ropr

iate c

oping

tech

nique

s spe

cific

to the

nega

tive c

ircum

stanc

es th

at co

uld be

enco

unter

ed ●Re

cove

r the

mselv

es w

hen f

ace d

ifficu

lt situ

ation

s in l

ife

by ta

king a

dvan

tage o

f stre

ngths

●Us

es so

cial s

uppo

rt fac

tors f

or re

solut

ion of

issu

ed

enco

unter

ed ●Ma

intain

s dign

ity in

case

s of u

ncer

tainty

and r

isk

circu

mstan

ces

●Ma

nifes

ts se

lf con

trol in

case

of ex

treme

and d

ifficu

lt sit

uatio

ns

ATTI

TUD

E

●W

illing

to m

aintai

n pos

itive f

uture

ex

pecta

tions

●Pu

t emp

hasis

on us

ing so

cial s

uppo

rt for

reso

lution

of is

sues

in pr

ofess

ional

life

●Ma

intain

posit

ive po

int of

view

whe

n fac

e with

obsta

cles i

n pro

fessio

nal li

fe ●Ch

erish

prote

cting

auton

omy a

gains

t pr

essu

re ci

rcums

tance

s in p

rofes

siona

l life

Achieving a Safe and Secure Environment

This

sub

-co

mpe

tenc

y ar

ea in

clud

es

exhi

bitin

g be

havi

ors

whi

ch

cont

ribut

e in

es

tabl

ishi

ng s

afe

and

peac

eful

en

viro

nmen

t w

hile

per

form

ing

thei

r job

●De

scrib

es co

des a

nd in

struc

tions

re

gard

ing sa

fety a

nd he

alth a

t wor

k ●Ex

plains

how

to pr

even

t psy

cholo

gical

and p

hysic

al vio

lence

at th

e wor

kplac

e ●Lis

ts ap

plica

tion s

tages

of th

e bas

ic firs

t aid

●Ex

plains

how

to us

e dev

ices i

n sec

urity

ch

eck

●Lis

ts ba

sic re

conc

iliatio

n meth

ods

●De

scrib

es ris

k stat

uses

relev

ant w

ith

the pr

ofess

ion (ja

ilbre

ak, r

iot, fi

re

etc.)

and s

trateg

ies to

prev

ent a

nd/or

ma

nage

ment

●Un

derta

kes s

ecur

ity pr

ecau

tions

again

st be

havio

rs tha

t wo

uld ca

use p

otenti

al vio

lence

●Sh

ares

deter

mine

d sec

urity

brea

ches

with

the r

eleva

nt pe

rsons

and a

uthor

ities

●Us

es ne

cess

ary t

echn

ologic

al de

vices

durin

g sec

urity

ch

ecks

(sen

sitive

door,

X-ra

y, me

tal de

tector

s etc.

) ●Un

derta

kes n

eces

sary

prec

autio

ns to

prev

ent

psyc

holog

ical a

nd ph

ysica

l viol

ence

at th

e wor

kplac

e ●Ap

plies

first

aid pr

actic

es w

ithou

t avo

iding

secu

rity

prec

autio

ns w

hen n

eces

sary

●Us

es ap

prop

riate

prev

entio

n and

/or m

anag

emen

t str

ategie

s in r

isky c

ondit

ions (

jailbr

eak,

riot, f

ire et

c.)

●Ta

ke ca

re of

comp

laints

and p

roble

ms

of de

taine

es an

d pris

oner

s in a

co

nstru

ctive

man

ner

●Pa

y atte

ntion

to co

oper

ate w

ith th

e re

levan

t per

sons

and d

ivisio

ns to

pr

even

t phy

sical

or ps

ycho

logica

l se

curity

thre

ats

●Ad

opts

media

tor ro

le to

reso

lve co

nflict

tha

t cou

ld be

enco

unter

ed at

the

workp

lace

●De

fends

impo

rtanc

e of s

afe an

d pe

acefu

l env

ironm

ent in

term

s of

effici

ency

at w

ork

WOR

KING

PRO

FESS

IONA

LLY



Effective Communication

This sub-com

petency area includes as w

orking in a team

; developing effective receptive and productive skills by using verbal and non-verbal com

munication

factors with

person interacted

KN

OW

LEDG

E

●Explains that listening is the beginning of the effective communication

●Explains how to comprehend opinions and affection of the persons whom interacted with (coworkers, detainees/prisoners etc.)

●Describes basic factors of communication

●Lists solution strategies against communication conflicts that could be encountered in business environment

●Lists factors hindering communication ●Explains how to use body language effectively

SK

ILL

●Listens the persons whom interacted (coworkers, detainees/prisoners etc) without prejudice

●Uses empathy in communicating with other ●Uses body language effectively ●Uses body language to support basic language skills (reading, listening, speaking and writing)

●Selects words carefully during communication ●Manages communication conflicts by using communication factors

ATTITU

DE

●Pay attention to listening to receive the message correctly

●Respects other’s opinions even though not agree

●Pays attention to establish communication with others without prejudice

●Defends importance of being constructivist during conflictive situations

●Aware of significance of body language in communication

●Cherish preservation of healthy communication in business environment

Team Work and Collaboration

This sub-com

petency area includes as w

orking in a team

; undertaking task in team

for acquisition of target, acting collaboratively, and contribution in team

success by cooperation

●Explains the relationship between cooperation and success

●Describes the effect of undertaking responsibility on teamwork

●Provides examples of how to act in harmony

●Discusses effect of leadership on teamwork

●Explains facilitating influence of team work

●Take action in team spirit to reach joint targets ●Motivates friends for team success ●Contributes in making joint decision ●Gives constructivist feedback to team members timely

●Works in coordination and harmony with team

members and others ●Undertakes responsibility for team success

●Cherish potential of team members (skill, experience, creativity and contribution etc)

●Willing to lead when necessary

●Respects different opinions in team ●W

illing to share knowledge and experience for team success

●Open to support and assistance of team members

●Supports decision of team even though not agree

WORKING W

ITH OTHERS



RelationshipManagement

This

sub

-co

mpe

tenc

y ar

ea in

clud

es

desc

ribin

g,

anal

yzin

g an

d m

aint

enan

ce o

f re

latio

nshi

ps w

ith

the

indi

vidu

als

or

inst

itutio

ns

KN

OW

LED

GE

●De

scrib

es ty

pes o

f rela

tions

hips

●Lis

ts re

lation

ship

mana

geme

nt str

ategie

s ●Ex

plains

how

to pr

otect

perso

nal a

nd

relat

ionsh

ip bo

unda

ries

●Di

scus

ses n

eces

sity o

f bein

g hon

est

and o

pen i

n rela

tions

●Ex

plains

the e

ffect

of pr

ofess

ional

attitu

de in

busin

ess r

elatio

nship

s on

effici

ency

●Di

scus

ses t

he im

pact

of wo

rds a

nd

actio

ns on

othe

rs

SK

ILL

●Pr

eser

ves p

erso

nal b

ound

aries

in bu

sines

s re

lation

ships

(sub

-ord

inate/

supe

rior r

elatio

nship

, co

worke

rs, pr

isone

rs/de

taine

es)

●De

velop

s rela

tions

hips b

ased

on op

en, h

ones

t and

thr

ust

●Ma

nage

s rela

tions

hip w

ithou

t con

fusing

them

with

aff

ectio

ns

●Al

lows c

ounte

rpar

t to ex

pres

s the

mselv

es in

bu

sines

s rela

tions

hips

ATTI

TUD

E

●Re

spec

ts to

other

s’ op

inion

s. ●Pl

ace e

mpha

sis on

being

hone

st an

d co

nstru

ctivis

t in bu

sines

s rela

tions

hips

●Re

spec

ts oth

ers p

erso

nal/re

lation

ship

boun

darie

s of o

ther in

busin

ess e

nviro

nmen

t ●De

fends

healt

hy re

lation

ship

mana

geme

nt de

velop

s per

sona

l and

insti

tution

al im

age

Care and Sensibility

This

sub

-co

mpe

tenc

y ar

ea in

clud

es

bein

g se

nsiti

ve

in th

eir a

ttitu

des

and

beha

vior

s w

hen

wor

king

in

colla

bora

tion

with

ot

her c

owor

kers

, pr

ison

ers

and

deta

inee

s

●Ex

plains

basic

huma

nitar

ian va

lues

●Ex

plains

how

to pr

eser

ve pr

ivacy

of

detai

nees

and p

rison

ers

●Ev

aluate

s how

to as

sist to

the p

erso

ns

whom

inter

acted

(cowo

rkers,

detai

nees

/pr

isone

rs etc

.) wi

th the

ir nee

ds ●Ex

plains

the e

ffect

of ca

ring t

he pe

rsons

wh

om in

terac

ted on

their

men

tal he

alth

●Be

have

s to t

he pe

rson w

hom

inter

acted

(cow

orke

rs,

detai

nees

/priso

ners

etc.)

acco

rding

to co

de of

kin

dship

●Ex

hibits

appr

opria

te be

havio

rs by

obse

rving

hu

manit

arian

value

s ●St

rive f

or cr

eatin

g an e

nviro

nmen

t for d

etaine

es an

d pr

isone

rs in

terms

of ap

prop

riate

life co

nditio

ns ●Se

lects

appr

opria

te so

lution

s mee

ting t

he ne

eds o

f de

taine

es an

d pris

oner

s car

efully

●Pr

eser

ves p

rivac

y of d

etaine

es an

d pris

oner

s

●Re

spec

ts pe

rsona

l and

cultu

ral d

iffere

nces

of

detai

nees

and p

rison

ers

●Se

nsitiv

e to n

eeds

of pe

rsons

who

m int

erac

ted w

ith (c

owor

kers,

detai

nees

/pr

isone

rs etc

.) ●Co

nside

rs tha

t bein

g sen

sitive

and d

evote

da

re pa

rt of

his jo

b ●Pa

ys at

tentio

n to b

ehav

e the

perso

ns w

hom

inter

acted

(cow

orke

rs, de

taine

es/pr

isone

rs etc

.) wi

thin l

imits

of hu

man v

alues

WOR

KING

WIT

H OT

HERS



Innovativeness

This sub-com

petency area includes openness to learning, w

illingness to create innovative solutions and approaches, and tendency to develop their skills in order to do their w

ork better

KN

OW

LEDG

E

●Explains effects of being open to innovation and change on professional development

●Lists which paths need to be followed to develop innovation characteristics

●Discuss how to adjust to novelty and change

SK

ILL

●Tries innovative paths within the framework of authority at work

●Makes suggestions for enhancing current practices ●Contributes in development of creative and original ideas/practices

ATTITU

DE

●Open to life-long learning and development ●Cherish innovative solutions in professional environment

●Open to change opportunities with their profession

●Willing to try new opinions/applications

Career Planning

This sub-com

petency area includes planning self-developm

ent for developing self-assessm

ent com

petency in order to perform

assigned tasks in line w

ith the personal needs and requirem

ents of the institution

●Lists which aspects/competencies need to be developed

●Explains how professional development could be achieved within the life-long learning framework

●Provides examples about which resources could be utilized in professional development

●Establishes clear objectives in own careers (getting promoted/ management)

●Prepares practical planning regarding professional development

●Take advantages of opportunities with professional development

●Act proactively in professional development (have a foresight) to perform their task better

●Defends the positive effect of professional development on professional success

●Pays attention to developing professional development strategies appropriate to their professional needs

●Believes, knowing a foreign language will contribute his/her professional development

PROFESSIONAL DEVELOPMENT



Professional Decision / Pursuance

This

sub

-co

mpe

tenc

y ar

ea

incl

udes

ens

urin

g pu

rsua

nce

of

prof

essi

onal

de

velo

pmen

t al

ong

with

car

eer

plan

s to

per

form

th

eir t

asks

bet

ter

KN

OW

LED

GE

●Ex

plains

how

to pu

rsue p

rofes

siona

l de

velop

ment

●Ex

plains

how

to ac

cess

curre

nt inf

orma

tion r

esou

rces c

once

rning

pr

ofess

ional

deve

lopme

nt (in

terne

t, bo

ok, in

-servi

ce tr

aining

cour

ses e

tc) ●Di

scus

ses t

he in

fluen

ce of

moti

vatio

n an

d dec

isive

ness

on pr

ofess

ional

deve

lopme

nt

SK

ILL

●Fo

llows

curre

nt inf

orma

tion r

esou

rces r

egar

ding

profe

ssion

al de

velop

ment(

inter

net, b

ook,

in-se

rvice

tra

ining

cour

ses),

●Ap

plies

an ap

prop

riate

profe

ssion

al de

velop

ment

prog

ram

●Ma

nage

s pro

fessio

nal d

evelo

pmen

t pro

cess

in a

decis

ive an

d flex

ible w

ay ●Mo

tivate

them

selve

s for

pursu

ing pr

ofess

ional

deve

lopme

nt

ATTI

TUD

E

●W

illing

to pu

rsue p

rofes

siona

l dev

elopm

ent

●Ch

erish

pursu

ing ca

reer

plan

s in f

lexibl

e pa

th ●Ex

hibits

deter

mina

tion r

egar

ding p

ursu

ing

profe

ssion

al de

velop

ment

PROF

ESSI

ONAL

DEV

ELOP

MEN

T

Documents

Quality Catalogue: Competency and Quality Framework for ...prisonstaff-project.eu/output/O2.pdf · Adrian SĂMĂRESCU (University of Pitesti [Universitatea din Pitesti] - Romania)