Elements and Performance Criteria

The range of variables places the competency in context and allows for differences between enterprises and workplaces, including practices, knowledge and requirements. The range of variables also provides a focus for assessment and relates to the unit as a whole. The following variables may be present.

Communication:
· written
· verbal
· signs
· gestures
· gender-specific.

Cultural differences:
· interpersonal approach
· thinking and learning styles
· values and beliefs
· responsibilities
· priorities
· perceived authority
· terms of reference.

Rapport with the client:
Establishing a relationship and an opening for further conversation.

Conventions of conversation:
· use of names
· time orientation
· eye contact
· questioning techniques
· affirmation
· assertiveness.

Strategies for developing effective cross-cultural communication:
· mutual respect
· workplace induction programs
· general guidelines and standards for approaching specific tasks and issues
· relevant concepts and information presented using:
· visual or iconic representations
· diagrams
· tables
· graphs
· pictures
· flow charts
· video camera images
· interactive multimedia.

Barriers to effective communication:
· racist and prejudiced attitudes
· stereotypes and generalisations
· assumptions
· power imbalance
· structural
· socioeconomic.

Strategies for resolving differences:
· negotiation of culturally appropriate guidelines
· mediation
· workplace codes of practice.

Resources:
· people identified with appropriate cross-cultural knowledge
· workplace designed to accommodate cultural needs
· workplace policies and procedures
· reference groups.

Each unit of competency has an evidence guide that relates directly to the performance criteria and the range of variables. Its purpose is to guide assessment of the unit in the workplace and/or training program. The following components provide information to assist this purpose.

Underpinning knowledge
The essential knowledge and understanding a person needs to perform work to the required standard include:
· understanding words and actions of people from differing backgrounds:
· verbal communication conventions
· non-verbal communication conventions
· fundamental patterns of cultural difference, including:
· communication styles
· attitudes to conflict
· approaches to completing tasks
· decision-making styles
· attitudes to disclosure
· approaches to knowing
· past and present power relations and their impact on the workplace
· differences between cultures, particularly the cultures of Aboriginal and Torres Strait Islander people and others
· racism and discrimination and laws pertaining to these issues
· interpreter resources
· legislation and policies relevant to access and equity that may include:
· Commonwealth and Territory or Territory legislation
· organisational policies, procedures and practices
· community standards and regulations
· industry codes of practice.

Practical skills
The essential skills a person needs to perform work to the required standard include:
· using verbal and non-verbal communication techniques to sensitively and respectfully communicate in a cross-cultural context
· demonstrating respect for people and their culture
· identifying culturally-safe work practices
· making and maintaining cross-cultural relationships
· advocating against racism.

Language and literacy skills used for:
· explaining or illustrating compliance requirements.

Numeracy skills used for:
· no specific skills are required.

Critical aspects of competence
Assessment must confirm the ability to:
· communicate effectively and sensitively within a cross-cultural context.

Assessment must confirm knowledge of:
· cultural differences and their impact on the appropriate use of verbal and non-verbal communication
· barriers to effective cross-cultural communication.

Interdependent assessment of units
This unit may be assessed after/with:
· SFICOMP203A - Promote sustainable use of local marine and freshwater environments.

Context of assessment
Assessment is to be conducted at the workplace or in a simulated work environment. Evidence of competency may be gathered over time and from a range of actual or simulated situations.

Method of assessment
The following assessment methods are suggested:
· role-play
· observation of practical demonstration
· written or oral short answer testing.

Resources required for assessment
Resources may include:
· organisational policies and procedures
· interpreter.