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.
Requirements may include:
discourse participants and languages spoken
discourse location or environment
familiarity with the content, subjects and expectations
familiarity with topic and context
work conditions, such as:
continuous hours to be worked
need for tandem or team or collaborative interpreting
required breaks
timing of discourse
Planning may include for:
purpose
context and subject
expectations and intended or desired outcomes
culturally appropriate behaviour and presentation
target language delivery
risk management considerations
safety requirements for interpreter
Arranging work environment may include:
clear lines of sight
adequate lighting and ventilation
acceptable visual and noise levels
comfort and safety
participant positioning appropriate to:
cultural and religious backgrounds
recording of assignment
party movements and dynamics
setting
visually impaired participants
Resources may include:
background information
forms or paperwork
reference material, including dictionaries and glossaries
tools and equipment
supporting documentation to assist message transfer, such as diagrams, maps and photographs
Factors that may compromise interpreter effectiveness may include:
impeded lines of sight
inadequate lighting and ventilation
physical barriers to discourse management
persons other than participants present (e.g. family or observers)
visual and ambient noise
Adjustments may include:
addressing OHS concerns
adjusting position and setting in regard to listener or speaker as changing circumstances require
positioning self in a culturally appropriate manner
maximising access to hands-free telephone
remaining unobtrusive when not required to interpret.
using professional judgement to decide when adjustment isn't possible, and to use alternative strategies, such as withdrawal from assignment
Relationships between and with participants may include:
details of discourse, such as:
first time meeting or one in a series of meetings
government service provider with public client
service provider with private client
interests in relation to purpose of discourse
personal details of participants, including religious and ethnic backgrounds
family and kinship connection
cultural protocols and conventions
introductions
primary and secondary participants
professional agents and their roles
the role and expectations of the interpreter
Protocols to commence discourse may include:
effecting introductions
briefing participants
explaining purpose, process and recording requirements
confirming confidentiality of information, if appropriate to discourse
requesting participant details, such as names and titles
Attributes may include:
attitudes to:
communication needs of all parties
ethnicity
authority
disclosure
conflict
speaking or signing style and expression, including 'Australianised' language other than English
educational level
intellectual and physical capabilities
dialect
language proficiency, including pronunciation and vocabulary
Communication style may include:
language version or dialect
register
regular checking of understanding, particularly in Auslan and Indigenous dialogues
Factors affecting communication flow may include:
ethnic, political and religious affiliations or kinship
real or perceived direct or indirect conflicts of interest
stressful or confrontational situations
interpreter:
personal presentation
degree of familiarity with specific procedures
performance stress
personal beliefs, feelings and customs
personal competence
Strategies may include:
adjusting register
impartial interpreting of indicators of misunderstanding
explaining exchanges between interpreter and individual parties
selecting appropriate moment and method to communicate challenges
cross-cultural and interpersonal bridging
Challenging situations may include:
attempts to manipulate or influence interpreter
cross-cultural communication challenges, relating to:
culture-specific attitudes and behaviour
cultural conflicts, such as aboriginal country boundaries
different communication styles and preferences
challenging characteristics of participants, such as:
age
physical or mental disability
emotional or psychological state of participants (e.g. traumatisation, anger, fear)
lack of cooperation and resistance to process
discourse setting, including:
confined space
physical barriers to sight or sound
diverse expectations of participants
local variations in pronunciation, expression and vocabulary
type of discourse, such as:
emotionally charged discourses in crises, accidents or emergencies
conflict between participants
Appropriate persons may include:
chair of meeting
discourse participants
interpreting team colleague
mentoring interpreter
booking agency

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 candidate's ability to manage the physical setting and pace of discourses in general settings. This includes:
identifying and analysing assignment requirements and resources and the need for additional information
planning in order to anticipate factors that may impact interpreting in general discourse settings.
Supporting parties to understand and reaching agreement with parties on the interpreting process.
Directing participants in a respectful and professional manner to maximise communication flow.
Identifying communication challenges from cross-cultural and participant attributes and using appropriate strategies to address them.
Identifying personal and professional limitations and challenging situations and seeking assistance to address them.
complying with professional standards and codes.
reflecting on practice and using opportunities to improve practice
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 managing discourses in general settings.
Resources for assessment include:
a range of clients and environments where preparation for assignments requires familiarity with assignment to plan and identify resource needs
discourses which require general and routine concepts, including community and cultural protocols and familiar procedures
settings which allow a range of capacity to influence meeting processes and communication flow
discourses which include parties with a range of experience with interpreting and its protocols and conventions.
observations and questioning of candidates interpreting in settings which require a range of techniques to address issues affecting communication flow.
Evidence for assessment should be gathered to demonstrate a range of experiences in managing discourses in general settings. Evidence could include examples of negotiations with client and participant expectations, using the resources of professional associations or employers, and should also include evidence of decision making where there are high levels of risk in ethical, business and professional issues influencing decisions.