Elements and Performance Criteria

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, if used in the performance criteria, is detailed below. 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) may also be included.
Protocols may include:
effecting introductions
briefing participants
explaining purpose and process, including:
pausing utterance when at own limits of recall
rotating interpreting when team interpreting, according to industry standards and situation
information management appropriate to dialogue
requesting participant details, such as names and titles
professional and operational protocols in specific systems such as:
health
government
diplomatic
welfare
immigration
education
justice
business
Attend actively may include:
applying specialised subject and context knowledge to anticipate purpose of discourse and strategy being used to develop ideas
deconstructing
complex syntax
lexically dense content
formal register
applying strategies to support retention and recall, including:
reviewing records and recollection of message
recording key information, such as:
key content words and concepts
key facts, including numbers, dates and times
personal details, such as names, titles and addresses
linguistic and conceptual relationships
technical terms
maintaining concentration and focus
maximising retention and recall
noting verbal and non-verbal cues
seeking repetition and clarification
noting speakers' facial expressions, gestures and body language.
Factors affecting communication flow may include:
physical adjustments required, such as:
adjusting position and seating in regard to listener or speaker
adjusting lighting and ventilation, and visual and ambient noise
immediate emotional, psychological, developmental, physical, or other states or attributes of participants
demands and protocols of assignment, including:
status and relationships of participants
formality of environment
complexity of cultural and interpersonal dynamics
fluidity of dialogue
predictability of discourse content
direct speech (first person), reported speech (third person)
Linguistic and non-linguistic elements may include:
colloquial and idiomatic language and regional differences
humour
ellipsis
register, including:
language of professionals in different fields
formal and informal
spoken and written
gender-specific and honorific language
terminology appropriate to given contexts
impersonal forms
specialised and context-specific vocabulary
voluntary and involuntary pragmatic features of speech, such as:
inflection and tone
nuance and intensity of feeling
stress and pitch
types of language
voluntary and involuntary prosodic features of speech, such as:
hesitation
pauses and silence
rhythm
discourse markers
body language
eye contact
facial expressions
gestures and posture
Structure and complexities of discourse may include:
structural elements:
cultural cues
discourse markers
language cues necessary for following conversation, interrupting or interjecting
interpersonal elements
turning points in an argument
turn taking
complexities
alternatives
contradictions
double meaning
hidden meaning
sociolinguistics
Addressing issues of understanding or recall may include:
confirming understanding
checking communicative links
managing cultural and interpersonal dynamics
referring to dictionaries or glossaries
retaining and recalling utterances of sufficient length to ensure delivery is accurate and cohesive
seeking clarification or repetition
Effective delivery may include:
delivery that is appropriate to participants, including:
language faithful to the source that is:
long and syntactically complex
uses complex expression, style and register
maintaining eye contact, except where not culturally appropriate
native or near-native pronunciation
rephrasing and paraphrasing
speaking slower than normal rate of speech
mode switch
reflecting dialogue and appropriate to setting
self-monitoring of performance, including self-correction
timely delivery
Communicative intent may include:
addressing regional differences
checking for understanding in Auslan and Indigenous languages
exercising cultural judgement in relation to reformulation
identifying and using a wide range of idiomatic expressions
identifying and using loan words or signs
incorporating implied meaning in message transfer
maintaining logical sequence of source utterance
paraphrasing to transfer concepts where there is no equivalence
reflecting speaker characteristics, including affect, demeanour and lucidity
reflecting syntactic complexity and lexical density
transferring cultural cues, such as laughter and euphemisms
transferring the communicative intent of idioms and idiomatic expressions
transferring the communicative intent of metaphors and similes
using complex standard of expression, style and register
using terminology appropriate to context, field and profession
verbalising non-verbal source language components
Techniques may include:
continuing to interpret while searching references
correcting own errors in a timely manner
delivering in direct, not reported speech
keeping all parties informed
paraphrasing
preserving self references
repeating complex instructions
seeking repetition rather than explanation
Issues in message transfer may include:
transfer errors such as omissions, additions or changes that occur as a result of:
complicated group dynamics
cross-cultural differences
jargon
lack of common context
misinterpreting, or not transferring sensitively
transfer problems:
elliptic, fragmentary or ambiguous source utterances
lack of equivalents
need for paraphrasing
unknown terms
Managing discourse may include:
using strategies to pause utterance at limits of recall
directing speakers on length, pace and form of spoken delivery
clarifying terminology and message components
explaining exchanges between interpreter and one party to the other parties
identifying optimum portions in speech for interpreter to start interpreting
managing interruptions by different speakers
managing presence of more than two participants in discourse and turn-taking
maintaining culturally appropriate behaviour
Issues may include:
assignment requirements
code of ethics
complicated group dynamics
maintaining impartiality
necessity to withdraw
personal presentation
personal competency
requirement for team or relay interpreting
Circumstances may include:
communication dynamics
time constraints
nature of discourse setting (e.g. court, health, education)
Managing mode switch may include:
maintaining appropriate position in relationship to participants
deciding what to interpret, such as full, summary or explanation of gist
identifying key points
using strategies to identify speakers
effective managing turn-taking and changing mode as needed
Personal impact may include:
performance stress
factors affecting interpreter impartiality
factors affecting interpreter personal safety or comfort, including:
cultural or societal dilemmas
adversarial dialogues
stressful interpreting situations

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
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 ability to interpret from a source language to a target language in complex dialogue settings, preserving the communicative intent of the source language, including:
applying interpreting and LOTE and English language skills required to achieve competent message transfer and performance
applying educated native speaker language proficiency in the first and near native speaker language proficiency in the second language.
using a range of strategies and techniques to effectively deliver and preserve the communicative intent and maintain impartiality
using interpersonal and communication skills to interpret in a professional manner appropriate to participants and under challenging conditions
using advanced memory retention strategies
managing the discourse to identify and address complicated group dynamics and barriers to effective communication outcomes
applying knowledge of the language, conventions, culture and protocols of a range of specialised subjects and contexts
identifying circumstances requiring a switch in interpreting mode and managing mode switch
reflecting strategies to improve work practices
Context of and specific resources for assessment
Evidence for assessment of this unit of competency will make use of scenarios, case studies, experiences and, where possible, examples of interactions with colleagues and clients which illustrate a range of skills and strategies for interpreting in complex dialogue settings.
Resources for assessment include:
opportunities to observe and question candidates interpreting in meetings which require a range of communication and presentation techniques
formal structured meetings with high client accountability (legal, commercial, diplomatic, government, professional services) for outcomes
meetings which require specialised and technical terminology and complex conceptual matters, including formal protocols and prescriptive procedures
settings which allow a range of capacity to influence meeting processes and communication flow
meetings which include parties with a range of experience with interpreting and its protocols and conventions.
examples of professional development strategies to improve practice
The context for assessment might include simulations of general dialogue settings, and ideally will include observations conducted in real interpreting settings. Evidence for assessment should be gathered to demonstrate a range of experiences interpreting in complex dialogue settings in a range of sectors in the community, business and diplomatic domains.