Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

HLTPOP406C Mapping and Delivery Guide
Utilise an interpreter

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency HLTPOP406C - Utilise an interpreter
Description This unit describes using the services of an interpreter for a community event such as a meeting, discussion group, forum, community feedback, or information sessionIt is particularly concerned with choosing the interpreting service appropriate to event and its participants, selecting and briefing an interpreter, and adequately designing and planning the event to incorporate to use of an interpreter
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This units applies to work in a public health context
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Determine the need for interpreter services
  • Consult the participant group/community to determine their language and interpreting needs
  • Determine the type of interpreting service required
  • Determine the qualifications and experience required of an interpreter for the particular event
       
Element: Select an interpreter
  • Consult and follow organisation policy and procedures for selecting and utilising an interpreter
  • Identify, contact and interview suitable individuals, either sole practitioners or interpreting company employees
  • Check and verify references of potential interpreters
  • Select an interpreter who has knowledge of and/or is comfortable with the subject matters of the event
  • Select an interpreter who can meet the language and interpreting needs of participants
       
Element: Brief an interpreter
  • Arrange a meeting with the interpreter prior to the event at a mutually convenient time and place
  • Provide the interpreter with access to all materials relevant to the event
  • Provide the interpreter with an agenda, description and outline of the event
  • Brief the interpreter on the subject matter of the event, explain concepts and clarify terminology
  • Brief the interpreter on event, participant backgrounds and needs
       
Element: Plan an event where an interpreter is used
  • Sequence the event to allow for the interpreting process
  • Obtain, trial and install any specialised equipment needed by the interpreter prior to the event
  • Ensure scheduling throughout the event allows for the time taken to interpret
  • Ensure seating arrangements allow for the interpreter to clearly see the people to whom they speak and to see what they see
  • Allow time during and after the event to seek and respond to feedback from participants about the interpreting process
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Access and equity considerations:

All workers in the health industry should be aware of access and equity issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed both on and off the job

Must have access to:

interpreters or companies that supply interpreters

Method of assessment:

Assessment may include:

Demonstration and simulation

Interviewing and questioning

Case studies and scenarios


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

Organisation policy and procedures regarding the use of interpreters

The role of an interpreter

Essential skills:

It is critical that the candidate demonstrate the ability to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes the ability to:

Demonstrate interviewing skills

Plan and sequence an event to allow for the interpreting process

Select an interpreter who can render an accurate and sensitive interpretation of the subject matter

Select an interpreter whose services satisfy the needs of participants

Undertake community consultation

Undertake event planning

Undertake liaison

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Interpreter services can include:

Simultaneous or consecutive/sequential interpreting

Use of specialised audio systems or pieces of equipment

Professional interpreters - individuals holding formal qualifications

Community communicators - individuals recognised by a community as capable and acceptable interpreters

Materials relevant to an event can include:

Agendas

Session plans

Reference material such as articles, reports, statistics, organizational policies and procedures, brochures, information sheets

Audio visual materials such as films, videos or DVDs, audiotapes

Maps, diagrams, overheads

Demonstrations, models, mockups

Glossaries of terminology - previously translated

Language and interpreting needs can include:

Recognised community languages

Regional dialects

Sensitivities to political and social issues of recent or historical origin

Interview with a potential interpreter should determine if:

The interpreter expresses themselves well in both languages

The interpreter can interpret samples of both languages in both directions

The interpreter's pronunciation and accent can be understood quickly and clearly

The interpreter is comfortable with the subject matter for interpretation, and with the participant community

The interpreter is available to attend the event if needed

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Consult the participant group/community to determine their language and interpreting needs 
Determine the type of interpreting service required 
Determine the qualifications and experience required of an interpreter for the particular event 
Consult and follow organisation policy and procedures for selecting and utilising an interpreter 
Identify, contact and interview suitable individuals, either sole practitioners or interpreting company employees 
Check and verify references of potential interpreters 
Select an interpreter who has knowledge of and/or is comfortable with the subject matters of the event 
Select an interpreter who can meet the language and interpreting needs of participants 
Arrange a meeting with the interpreter prior to the event at a mutually convenient time and place 
Provide the interpreter with access to all materials relevant to the event 
Provide the interpreter with an agenda, description and outline of the event 
Brief the interpreter on the subject matter of the event, explain concepts and clarify terminology 
Brief the interpreter on event, participant backgrounds and needs 
Sequence the event to allow for the interpreting process 
Obtain, trial and install any specialised equipment needed by the interpreter prior to the event 
Ensure scheduling throughout the event allows for the time taken to interpret 
Ensure seating arrangements allow for the interpreter to clearly see the people to whom they speak and to see what they see 
Allow time during and after the event to seek and respond to feedback from participants about the interpreting process 

Forms

Assessment Cover Sheet

HLTPOP406C - Utilise an interpreter
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

HLTPOP406C - Utilise an interpreter

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: