Translating and Interpreting - Draft 2

PSPTIS114 Manage interactions in general settings_Draft 2

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Unit application and prerequisites

UNIT CODE

PSPTIS114

UNIT TITLE

Manage interactions in general settings

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to manage the physical setting and pace of interactions in general settings. It includes knowledge of the nature and structure of general interpersonal and institutional dynamics and the ability to recognise personal and professional limitations and seek assistance from appropriate persons.

 

This unit applies to those working as interpreters in a range of general settings for a variety of purposes.

 

General settings are those in which the context is broad and routine, the content or complexity of the situation can usually be predicted and planned for, and there are opportunities for error correction. There are typically few, or only two participants. Interpreting may be completed onsite or remotely. The elements of the setting must permit the interpreter opportunities to manage the interaction to ensure that utterances are suitable for retention and recall. Miscommunication or consequences of errors in communicative intent that may occur in this setting are readily managed through consultation and preparation.

 

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian Standards and industry codes of practice.

 

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

 

UNIT SECTOR

 

4 Comments

Application - restore this wording

"An interpreter in the dialogue setting is required to interpret between two languages in both directions. General settings are those in which context is broad and routine, the content or complexity of the situation can usually be predicted and planned for, and there are opportunities for error correction. There are typically only two participants, to whom the interpreter has physical and visual access. The physical elements of the setting permit the interpreter to manage the discourse to ensure that utterances are suitable for retention and recall. Miscommunication or consequences of errors in communicative intent that may occur in this setting are readily managed through consultation and preparation."

Heather Glass 09.06.2022 03.35PM

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Unit descriptor - onsite or remotely

"The above wording enables assessment of this unit by settings defined either of these. In other words, RTOs could decide to deliver and assess interpreting in dialogue settings using only remote media. That would be in direct contravention of the transfer competence established at this level by dint of extensive consultation and research during the GSA development project. It would also compromise the necessary ability to recognise and reproduce non-verbal cues, the former skill of which is specified in the PE, and the latter skill of which must be restored to the PE for this unit to be a valid description of the interpreter competence in this task. Restore the unit descriptor to the well-substantiated wording 'physical and visual access'."

Heather Glass 05.06.2022 11.23AM

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"There is a gap in the PCs in relation the PE item about deflecting requests to perform tasks other than interpreting. The PE is identified, but not incorporated in the elements. The Aboriginal language cohort is also seeking that this unit better address cultural issues and the interpreter's ability to deal with inappropriate expectations, specifically in relation to sight translation and remote interpreting. These matters are all also relevant to Diploma level interpreters generally. Suggestions in relation to expanding the PE in relation to deflecting inappropriate requests and incorporating additions to other parts of the unit are made hereafter."

Heather Glass 04.06.2022 06.23PM

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Application - parameters of competence

"The amended wording of the unit application PARTICULARLY undermines the integrity of this unit and the competence benchmark it describes. This unit deals with basic interactional management. It describes a level of competence that is predicated on no more than six interlocutors to whom the interpreter has physical and visual access. The hierarchy of interactional management in spoken languages (cf. Moving Toward Meaning: In Control, Adelaide Institute of TAFE, developed by M Rowan et al) goes: (i) interpret into pauses; (ii) use eye contact; (iii) use subtle hand signals; (iv) use overt hand signals; (v) use subtle vocal guidance; (vi) intervene overtly and educate. In the GSA project to develop the T&I qualifications, a further interactional management technique (vii) use mode switch, was identified and has since been confirmed by Hale et al (2020). Interactional management in the context of interpreting over remote visual technology starts at (iv) and precludes (vii). Use of remote audio technology starts at (v) and also precludes (vii). The advanced interactional management that interpreting over remote technologies requires is therefore deliberately and separately described in PSPTIS133, because it is a DIFFERENT COMPETENCE than the competence of this unit. Similarly, mode switch is described in Adv Dip units. Remove: 'Interpreting may be completed onsite or remotely.' Restore sentence to: The PHYSICAL elements of the setting must permit the interpreter to manage the interaction to ensure that utterances are suitable for retention and recall. Assess basic interactional management in this unit. Separately assess the different competence required for advanced interactional management over remote media."

Heather Glass 04.06.2022 05.59PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Set up interaction.
    1. Establish assignment requirements with clients.
    2. Identify factors that may compromise interpreter effectiveness.
    3. Arrange work environment to assist performance and ensure interpreter safety, comfort and effectiveness.
  1. Agree process.
    1. Confirm relationships between and with participants according to established interpreting and cultural protocols.
    2. Explain the role of the interpreter and identify areas requiring further clarification.
  1. Manage flow of communication.
    1. Assess participant attributes and use appropriate communication style.
    2. Advise speakers on length, pace and mode of delivery in a professional and courteous manner.
    3. Address problems affecting communication flow.
  1. Monitor and maintain message transfer.
    1. Monitor and identify miscommunications.
    2. Seek and provide clarification where required.
    3. Identify personal and professional limitations in managing interaction and take necessary steps to remediate these.
    4. Seek assistance from appropriate persons in challenging situations to manage breakdown in interaction and restore communication.
  1. Evaluate interaction management.
    1. Seek and analyse feedback on interactional management from appropriate persons and evaluate effectiveness of performance.
    2. Take advice on issues and solutions and explore and develop strategies to improve practice.

4 Comments

PC 3.3

"Address problems affecting communication flow in a culturally appropriate manner"

Heather Glass 04.06.2022 06.34PM

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PC 1.2

"Identify physical and any cultural factors that may compromise interpreter effectiveness"

Heather Glass 04.06.2022 06.33PM

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New PC 2.3

"Reach accommodation with the parties to address interpreter limitations."

Heather Glass 04.06.2022 06.29PM

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New PC 1.4

"Identify interpreter limitations in relation to sight translation and the use of remote media."

Heather Glass 04.06.2022 06.18PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

UNIT MAPPING INFORMATION

Supersedes and is equivalent to PSPTIS042 Manage discourses in general settings.

LINKS

Companion Volume Implementation Guide

1 Comments

Equivalence - Cultural content

"Not clear why this is considered equivalent. Material changes in content, in particular in relation to cross-cultural management, requires more teaching and evidence of competence than before. The nominal hours against this unit MUST be revisited. Please ensure it is designated non-equivalent."

Heather Glass 04.06.2022 06.07PM

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Performance evidence

TITLE

Assessment Requirements for PSPTIS114 Manage interactions in general settings.

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • manage interactions on at least two occasions, including:
    • applying code of ethics and conduct to work processes
    • using problem solving skills to assess and resolve barriers to effective communication
    • supporting parties to understand and reach agreement on the interpreting process
    • deflecting pressure from other parties to perform duties other than interpreting
    • seeking debriefing and support where required.

1 Comments

Deflecting

"Amend to: deflecting pressure from other parties to perform tasks other than interpreting or that are beyond the competence of the interpreter"

Heather Glass 04.06.2022 06.36PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • factors that may impact interpreting in general settings, including barriers to communication
  • communication techniques that facilitate communication flow and interactional management in general settings
  • culture-specific knowledge to arrange work environment and confirm relationships between and with parties
  • cross-cultural barriers to communication arising from culture-specific attitudes and behaviour and cultural conflicts specific to the language pair
  • strategies and techniques for working with people with special communication needs
  • relevant professional standards and codes
  • limitations of work role, responsibility and professional abilities
  • processes for seeking clarification and self-correcting misinterpretations
  • WHS and risk management practices and procedures relevant to nature of assignment.

1 Comments

Limitations

"Add: limitations of sight translation and remote media"

Heather Glass 04.06.2022 06.38PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a workplace or simulated environment that reflects workplace conditions.

 

Assessment must ensure access to:

  • scenarios, case studies, experiences or examples of interactions with colleagues and clients that require diverse skills and strategies for managing interactions in general interpreting settings.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

1 Comments

Assessors and industry experts

"Assessors must satisfy as many as possible of: qualification in translating or interpreting, credential by test, professional association membership or registration with an Aboriginal interpreting service employer, experience. Experts working with assessors must be industry experts or language and culture experts, either LOTE teachers (native speakers), keepers of language and culture, or qualified and experienced interpreters or translators and must be engaged in contemporaneous, collaborative panel assessment with assessors (i.e. not engaged to provide 3rd party reports)"

Heather Glass 15.06.2022 06.14PM

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