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:
source and target languages
location or environment
required equipment and resources
work conditions, such as:
continuous hours to be worked
need for tandem, team or relay interpreting
required breaks
sight lines and visibility
timing of monologue
using public speaking aids and equipment
purpose
context and subject
expectations and intended or desired outcomes
target language delivery
risk management considerations
briefings
research and preparation, including identifying sources of information
Protocols may include:
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 monologue
requesting party details, such as names and titles
professional and operational protocols for presentations
Attend actively may include:
applying strategies to support retention and recall, including recording key information
maintaining concentration and focus
seeking repetition and clarification
note speakers gestures, facial expressions and body language
applying subject and context knowledge to anticipate purpose of discourse
deconstructing
complex syntax
lexically dense content
formal register
identifying strategy being used to develop ideas
noting verbal and non-verbal cues
Linguistic and non-linguistic elements may include:
colloquial and idiomatic language
idiosyncratic language use
discourse markers
ellipsis
register
vocabulary based on general knowledge
voluntary and involuntary pragmatic features of speech, such as:
inflection and tone
nuance and intensity of feeling
stress and pitch
voluntary and involuntary prosodic features of speech, such as:
hesitation
pauses and silence
rhythm
body language
eye contact
facial expressions
gestures and posture
Key information may include:
basic facts, including:
numbers, dates and times
personal details, such as names, titles and addresses
key content words
Confirming understanding may include:
checking communicative links
referring to dictionaries or glossaries
seeking clarification
retaining and recalling utterances of sufficient length to ensure delivery is accurate and coherent
Effective delivery may be:
accurate and cohesive
appropriate to discourse, including:
language that suits audience
culturally appropriate verbal and non-verbal behaviour
deconstructing complex syntax, high lexical density and formal register
paraphrasing unfamiliar vocabulary, idiom and abstract concepts
shortening lengthy utterances
slower than normal rate of speech
appropriate to setting
timely
Communicative intent may include:
choosing between literal transfer and the communicative intent of idiomatic expressions
deconstructing complex syntax, dense lexical content and formal register
exercising judgement of embedded cultural concepts
identifying and using common idiomatic expressions
identifying and using loan words or signs
incorporating implied meaning in message transfer
informal and spoken register in the active voice
maintaining logical sequence of source utterance
paraphrasing unfamiliar vocabulary, idiom and concepts
recognising and conveying implied meaning
recognising common metaphors and similes
reflecting speaker characteristics
syntactic simplicity
terminology appropriate to context
transferring cultural cues, such as laughter and euphemism
using correct common collocations
using general standard of expression, style and register
verbalising non-verbal source language elements
Reflecting speaker's characteristics may include:
using appropriate language to maintain affect
verbalising non-verbal source language components
using similar rhetorical and public speaking techniques
reflecting speaker's prosodic features in target language
maintaining impartiality
Issues in message transfer may include:
transfer errors such as omissions, additions or changes that occur as a result of:
misinterpreting, or not transferring sensitively
jargon
cross-cultural differences
lack of common context
transfer problems, include:
elliptic, fragmentary or ambiguous source utterances
lack of equivalents
need for paraphrasing
unknown terms
Personal impact may include:
performance stress
factors affecting interpreter impartiality
occupational health and safety
factors affecting interpreter personal safety or comfort, including:
cultural or societal dilemmas
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 general monologue settings, preserving the communicative intent of the source language, including:
applying interpreting and English and LOTE skills required to achieve competent message transfer and competent performance
using 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 speaker and audience
using effective rhetorical techniques and methods to reflect the intention of the source
applying knowledge of the language, conventions, culture and protocols of a range of general and predictable subjects and contexts
drawing on research, general knowledge and information relevant to the subject
using basic memory retention strategies
recognising and resolving transfer problems and transfer errors to assist delivery
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 general monologue settings.
Resources for assessment include:
opportunities to observe and question candidate interpreting in a range of general monologue settings
examples of personal glossaries and memory aid resources
examples of documentation of client requirements and conditions
examples of debriefing and self-evaluation opportunities taken by candidate
The context for assessment might include simulations of general monologue settings, and ideally will include observations conducted in real interpreting settings. Evidence for assessment should be gathered to demonstrate a range of experiences in interpreting in general monologue settings in a range of fields in the community and business domains.