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.
Scope and nature of assignment may include:
desired outcomes
required timeframe
source and target languages
context, subject and topic
any specific requirements
specialist terminology and required contextual knowledge
for interpreting:
purpose of interpreting and subject matter
setting and mode of interpreting appropriate to setting
sight translation of documents during interpreting
positioning requirements
for translating:
assignment schedule, including volume of material and stage deadlines
assignment-specific style guide conventions
end use of text
recording requirements
translation memory tools.
Other relevant factors may include:
access to specialist advisers
background reference material
tools and equipment required and available, including software
confidentiality or access requirements, such as police clearances
need for team or relay interpreting
translators or interpreters previously involved
for interpreting, participants':
cultural background
gender
languages spoken
religion.
Background material refers to assignment-specific documentation, including:
contextual information, including:
general information relating to such things as health and legal systems
geography and maps of relevant places
forms or paperwork
glossaries and terminology lists
existing bilingual or multilingual material
for interpreting:
client documents
dialogue-related documents
list of participants and their titles and affiliations
for translating:
existing translation precedents
related texts
other target language material.
Tools and equipment may include:
commercial software
current and emerging technology
hardware, such as computers, printers, scanners and telephones
spreadsheets
internet search engines
virtual collaboration
stationery supplies, such as batteries, note books.
Resources may include:
field trips to clarify field-specific concepts and terms
internet search engines
personal and organisational records
libraries
general and specialised, including bilingual and monolingual dictionaries and glossaries
books and brochures
assignment documents and references
reference material, such as parallel texts and specialist references
print and electronic resources, such as:
style guides
thesaurus
topic or subject-specific references
human resources, such as:
field or topic experts
opposite language colleagues
other practitioners previously involved
peer help groups.
Factors that may affect assignment outcomes may include:
types of risks and their implications, such as:
language issues relating to risk of miscommunication
legal issues relating to:
access and equity
discrimination
duty of care
informed consent or decisions
potential conflict of interest
negligence
potential for litigation
health and safety concerns, which may occur as a result of:
criminal or mental health contexts
duration of assignment
distressing or stressful assignments
employment conditions
situations of real or threatened violence
possible community repercussions or payback
pressure of time constraints to complete assignments.
Analyse may include:
sourcing precedents and relevant reference material, including:
parallel texts
client-provided glossaries
existing texts in target language
previous related practice and experience
applying context-specific knowledge
identifying:
key concepts, words and terms
culturally specific terms, expressions and ideas
idiomatic words and expressions
technical terms and jargon
unknown terms and expressions
undertaking linguistic analysis of source language, such as:
semantic structure, e.g. cohesive markers and coherence of text.
Areas requiring further research may include:
contextual information, including that related to specialist professional, educational and government systems
particular and specialist subject knowledge.
Peer network may include:
practitioners previously involved
professional association networks
specialist advisers and colleagues.

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 demonstrate a planned approach to undertaking assignments aimed at achieving effective outcomes. This includes:
identifying and analysing assignment requirements and associated reference material and the need for additional information
planning and organising activities within required timeframe and appropriate to type and complexity of translating and interpreting assignment to ensure effective outcomes
critically evaluating preparation for adequacy and appropriateness.
Context of and specific resources for assessment
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 the preparation required for a range of different assignments.
Resources for assessment include:
a range of clients and environments where preparation for assignments requires problem solving, research, critical analysis and familiarity with assignment and contractual requirements
a range of suitable resources and their sources
relevant codes of practice
technical and routine equipment and resources.
Evidence for assessment should be gathered to demonstrate preparation for a range of different client requirements and conditions and with examples of a range of degrees of preparation determined by the demands of the assignment. Evidence may include examples of comprehensive preparation as well as for quick and immediate preparation in a very short timeframe. Examples should also include evidence of decision making where there are ethical, business and professional issues influencing planning decisions.