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Evidence Guide: PSPGOV419A - Work with interpreters

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPGOV419A - Work with interpreters

What evidence can you provide to prove your understanding of each of the following citeria?

Identify interpreting needs

  1. The need for interpreting services, the type of service and client preferences are identified in consultation with the client or client representative.
  2. The purpose of interpreting is determined to ensure the competency of the interpreter meets organisational requirements.
  3. Interpreting language is identified and any specific requirements to support interpreting service are determined.
  4. Where clients refuse interpreting services but they are needed for communication, the client is advised that communication cannot proceed and access to interpreting services at least for interviewer is negotiated or communication deferred in accordance with legal and organisational requirements.
  5. Details of interpreting needs are recorded in accordance with organisational policy and procedures.
The need for interpreting services, the type of service and client preferences are identified in consultation with the client or client representative.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The purpose of interpreting is determined to ensure the competency of the interpreter meets organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpreting language is identified and any specific requirements to support interpreting service are determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where clients refuse interpreting services but they are needed for communication, the client is advised that communication cannot proceed and access to interpreting services at least for interviewer is negotiated or communication deferred in accordance with legal and organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Details of interpreting needs are recorded in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make preparations for using interpreting services

  1. Legal and ethical responsibilities relating to the use of interpreters are identified and clarified if necessary.
  2. Client appointments are coordinated with interpreter bookings to ensure the need for interpreting services is met in accordance with client needs.
  3. Additional time is allocated to appointments to allow for interpreting needs.
  4. Full details of interpreting requirements are provided at time of booking to ensure efficiency and effectiveness of process.
  5. Any specific requirements to support interpreting service are arranged in accordance with client and organisational needs.
Legal and ethical responsibilities relating to the use of interpreters are identified and clarified if necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client appointments are coordinated with interpreter bookings to ensure the need for interpreting services is met in accordance with client needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Additional time is allocated to appointments to allow for interpreting needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Full details of interpreting requirements are provided at time of booking to ensure efficiency and effectiveness of process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Any specific requirements to support interpreting service are arranged in accordance with client and organisational needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct a meeting/interview using interpreting services

  1. Positioning arrangements are made in consultation with the interpreter, and the role and ethical requirements of the interpreter are confirmed.
  2. Introductions are made, and time is provided for the interpreter and client to familiarise themselves to ensure a good understanding of language and other cultural issues.
  3. Communication is directed to the client, not the interpreter, in a manner that allows for effective exchanges of dialogue.
  4. If clarification/explanations are needed from the interpreter, the client is informed first that this is to happen.
  5. Judgment is used to address or refer problems resulting from cultural/societal differences, situational or ethical issues in accordance with organisational policy and procedures.
  6. The meeting is closed in accordance with organisational protocols and the interpreter debriefed as required.
Positioning arrangements are made in consultation with the interpreter, and the role and ethical requirements of the interpreter are confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Introductions are made, and time is provided for the interpreter and client to familiarise themselves to ensure a good understanding of language and other cultural issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication is directed to the client, not the interpreter, in a manner that allows for effective exchanges of dialogue.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If clarification/explanations are needed from the interpreter, the client is informed first that this is to happen.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Judgment is used to address or refer problems resulting from cultural/societal differences, situational or ethical issues in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The meeting is closed in accordance with organisational protocols and the interpreter debriefed as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the safety and well-being of interpreters

  1. Induction of interpreters into environment/situation is conducted in accordance with legal requirements and organisational policy and procedures.
  2. Safety of interpreters is monitored in terms of occupational health and safety responsibilities.
  3. Safety equipment is provided as required in accordance with the environment/situation.
  4. Interpreters are protected from physical contact/violence or harassment from clients in accordance with workplace safety requirements.
  5. Stress of interpreters is monitored and debriefing/counselling services are offered/arranged for interpreters in accordance with organisational policy and procedures.
Induction of interpreters into environment/situation is conducted in accordance with legal requirements and organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safety of interpreters is monitored in terms of occupational health and safety responsibilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safety equipment is provided as required in accordance with the environment/situation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpreters are protected from physical contact/violence or harassment from clients in accordance with workplace safety requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Stress of interpreters is monitored and debriefing/counselling services are offered/arranged for interpreters in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Pre-requisite units that must be achieved prior to this unit:Nil

Co-requisite units that must be assessed with this unit:Nil

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPETHC401A Uphold and support the values and principles of public service

PSPGOV402B Deliver and monitor service to clients

PSPGOV406B Gather and analyse information

PSPGOV412A Use advanced workplace communication strategies

PSPGSD403A Conduct government service delivery interviews

PSPLEGN401A Encourage compliance with legislation in the public sector

PSPREG411A Gather information through interviews

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

working with interpreters in a range of (3 or more) contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, organisational policy, procedures and protocols relating to working with interpreters

code of ethics for interpreters

guides for working with interpreters, such as those produced by multicultural affairs agencies

case studies and workplace scenarios, with role players in languages other than English, to capture the range of interpreting situations likely to be encountered.

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when working with interpreters, including coping with difficulties, irregularities and breakdowns in routine

working with interpreters in a range of (3 or more) contexts (or occasions, over time).

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations.

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

case studies

demonstration

observation

portfolios

questioning

scenarios

simulation or role plays

authenticated evidence from the workplace and/or training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Required Skills and Knowledge

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

Skill requirements

Look for evidence that confirms skills in:

briefing interpreters on subject matter, situation and environment they will encounter

making preparations to ensure effectiveness and efficiency of interpreting experience

tailoring communication to suit the requirements of client understanding and the interpreting environment

responding to diversity, including gender and disability

ensuring the safety of interpreters in workplace situations

debriefing interpreters and providing support as required

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legal and ethical requirements of working with interpreters

process for accessing interpreting services

cultural aspects of communication with diverse client groups

dynamics and cultural aspects of the interpreting situation

the importance of positioning arrangements and non-verbal clues in communication via interpreters

strategies for effective use of interpreters

language requirements of working with interpreters

interpreters' code of ethics

legislation, policy and procedures related to working with interpreters

occupational health and safety and environmental issues related to working with interpreters

Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Interpreting is:

the rendering of an oral or visual gesture communication from one language (the source language) into another (the target language) - languages include community and Aboriginal languages and Auslan (Australian sign language)

Type of interpreting service may include:

face-to-face

telephone interpreting service

business interpreting

conference interpreting

tele-typing

speech-to-speech relay (SSR)

Client preferences may include:

right to choose their own interpreter, subject to organisational requirements for qualified interpreters to be used

right to reject interpreter offered and ask for substitute

gender of interpreter

age of interpreter

cultural background of interpreter

religious persuasion of interpreter

Purpose of interpreting may include:

general conversations

non-specialised dialogue

formal interviews

consultations involving specialised terminology

in one language direction/in both language directions

complex, technical and sophisticated interpreting

Competency of interpreters may include:

community language aide

paraprofessional level

professional level

advanced professional level

international standard

accreditation with National Accreditation Authority for Translators and Interpreters (NAATI) - a requirement for interpreting in some jurisdictions

recognition by NAATI - a requirement for interpreting in community languages in some jurisdictions

international credentials

Auslan interpreter (membership of Australian Sign Language Interpreters Association)

degree of difficulty of spoken language

Language may include:

major language plus dialect

community languages

Aboriginal languages

Auslan

Specific requirements may include:

cultural issues

gender of interpreter

equipment for simultaneous interpreting

access to equipment such as teletypewriter

adjustment for visual impairment

need for more than one interpreter for longer sessions

recording of interview/meeting (audio or videotape)

police clearance for interpreter

security constraints

safe environment for interpreter especially in:

workplaces where interpreter will not be aware of dangers

hospitals (especially with people with mental illnesses)

isolated circumstances

home visits

workplaces subject to harassment or violence

Ethical requirements may include:

ensuring impartiality of interpreter by:

not asking their opinion

not having them act for the client (fill in forms, pass on messages etc)

not asking for their advice

interpretation of everything that is said including:

judging and including register in interpreting

derogatory or vulgar remarks

non-verbal clues

patent untruths.

confidentiality of client and organisational information

Additional time may be required for:

briefing of interpreter on:

purpose of the interview or meeting

subject matter

vocabulary likely to be used

technical terms

complex concepts.

briefing by interpreter on:

role of interpreter

interpreter's code of ethics

cultural issues

positioning arrangements.

assessment prior to commencement by interpreter, of client:

language

communication

general knowledge.

interpreting time

alternate methods of explaining concepts such as diagrams, real life examples (rather than general principles)

rest breaks for interpreter, particularly Auslan (restricted to 50 minutes with 10 minute break or two interpreters used in 20 minute rotations) for longer sessions

Full details of interpreting requirements may include:

correct language and dialect

male or female interpreter

contact details for booking organisation

exact time and location for meeting/interview

purpose of meeting/interview:

subject matter

background material

vocabulary likely to be used

technical terms

complex concepts to be interpreted

duration of meeting/interview

more than one interpreter for longer sessions

any specific requirements

Positioning requirements may include:

equal access to hands-free telephone or opposite each other using double adapter for 2 telephones

circular seating arrangement for face-to-face meetings

triangular seating arrangement

seating equal distance apart

interpreter seated behind and to one side of professional for Auslan, to allow client to see both professional's face and interpreter's signing

interpreter in close contact for Auslan tactile method

Manner of communication may include:

speaking clearly and directly to client

slowing rate of speech

choosing language to suit educational level of client

avoiding slang, sayings, idioms, jargon, acronyms

eye contact with client except when not culturally appropriate

using first person, not third person

short exchanges

allowing time for interpreter to finish interpretation of each exchange

responding to interruptions by interpreter if exchanges are too long

using simple, plain language

explaining technical language and concepts

using diagrams, pictures

writing information such as:

dates

numbers

names.

allowing for requirements for interpreter's rest breaks

Interpreting situation may include:

legal:

courts

police

compliance (for example, taxation)

corrections.

health:

general

mental

specialist.

commerce:

delegations

import/export

meetings

conferences.

tourism

social welfare

education

immigration

customs

employment:

applications

injury management

Stress may be caused by:

interpreting in:

court cases

police interviews

unpleasant medical cases.

informing relatives of death or injury