Course Title: Manage discourses in general settings

Part B: Course Detail

Teaching Period: VE 2020

Class Number: 2156

Class Section: TI0A

For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.

Course Code: LANG5858C

Course Title: Manage discourses in general settings

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C5364 - Diploma of Interpreting (LOTE-English)

Course Contact: Bum Lee

Course Contact Phone: +61 3 9925 9665

Course Contact Email: bum.lee@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 20

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None.

Course Description

This unit describes the skills required to manage the physical setting and pace of discourses in general settings. It requires 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, to whom the interpreter has physical and visual access. The physical elements of the setting permit the interpreter opportunities 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.

This unit will be delivered in a cluster as follows:

Dialogue cluster:

  • LANG5856C Interpret in general dialogue settings (LOTE-English)                
  • LANG5858C Manage discourse in general settings                                    
  • LANG5859C Use routine subject area terminology in interpreting (LOTE-English)


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

PSPTIS042 Manage discourses in general settings

Element:

1. Set up discourse

Performance Criteria:

1.1 Establish assignment requirements with clients. 1.2 Identify factors that may compromise interpreter effectiveness. 1.3 Arrange work environment to assist performance and ensure interpreter safety, comfort and effectiveness.

Element:

2. Agree process

Performance Criteria:

2.1 Confirm relationships between and with participants according to established interpreting protocols. 2.2 Explain the role of the interpreter and identify areas requiring further clarification.

Element:

3. Manage flow of communication

Performance Criteria:

3.1 Assess participant attributes and use appropriate communication style. 3.2 Advise speakers on length, pace and mode of delivery in a professional and courteous manner. 3.3 Address problems affecting communication flow.

Element:

4. Monitor and maintain message transfer

Performance Criteria:

4.1 Monitor and identify miscommunications. 4.2 Seek and provide clarification where required. 4.3 Identify personal and professional limitations in managing discourses and take necessary steps to remediate these. 4.4 Seek assistance from appropriate persons in challenging situations to manage discourse breakdown and restore communication.

Element:

5. Evaluate discourse management

Performance Criteria:

5.1 Seek and analyse feedback on discourse and evaluate effectiveness of performance. 5.2 Take advice on issues and solutions and explore and develop strategies to improve practice.


Learning Outcomes



Details of Learning Activities

This unit is clustered, delivered and assessed with LANG5856C  Interpret in general dialogues settings (LOTE-English) and LANG5859C Use routine subject area terminology in interpreting ( LOTE-English).

Activities may include comprehension and transfer exercises, note-taking practice, memory retention exercises, role play exercises, dialogue interpreting exercises using appropriate terminology in English and LOTE, discourse management practice in common domains where Provisional certified interpreters may expect to work in such as education, health, legal, immigration, business, welfare services, and in different settings such as face-to-face or over telephone.

 


Teaching Schedule

2020 Sem 1

Week

Workshop

Lecture

1

Business

"Introduction to interpreting in community settings Setting the contract Management of discourse Dialogue interpreting "

2

Business

"Dialogue Practice Seating arrangements Management of discourse "

3

Education

Welfare 

4

Education

"Telephone interpreting Webinar "

5

Health

Business / Education 

6

Health

Consecutive interpreting 

7

Health

"Consecutive interpreting        Memory retention        Note-taking  "

8

Health

Immigration

9

Health

Health

10

Human Services

Health

11

Human Services

Legal

12

Immigration

Legal

13

Other topics

 

14

Review

 

15

Review

 

16

Review

 

 


Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

Assessment will be ongoing during the semester and you will be asked a variety of assessment tasks and activities to assess your level of competence against key performance criteria.
These assessment tasks/activities include, but not limited to, the following:

- Practical demonstrations

- Role plays

- Observation checklists

- Peer review

- Real or simulated interpreting assignments


Assessment Tasks

 

Assessment Task 1

 

STUDENT PRACTICAL ASSESSMENT TASK

 

 

Task Number

    1        of       3__   

Task Name

Remote dialogue and discourse management demonstration

National unit/s code

PSPTIS040

PSPTIS042

PSPTIS043

 

National unit/s title

Interpret in general dialogue settings

Manage discourse in general settings

Use routine subject area terminology in interpreting

National qualification code

PSP50916

National qualification title

Diploma of Interpreting

RMIT Program code

C5364

 

RMIT Course code

LANG5856C

LANG5858C

LANG5859C

 

Section A - Assessment Information

 

Assessment duration and/or due date

 

 

               

Students must complete this task at the scheduled date and time. The scheduled date and time for the demonstrations will be given to students 2 weeks before the assessment. WK 17-18, Sem 1.

 

Task instructions

 

Summary and Purpose of Assessment

This assessment enables you to demonstrate your ability to:

  • interpret using the consecutive mode, providing accurate and impartial rendition;
  • apply proficient communication skills to reproduce factual and linguistic information;
  • use subject-matter terminology when interpreting;
  • manage discourse in a telephone interpretation; and
  • meet occupational health and safety responsibilities.

You will use the telephone to interpret dialogue in consecutive mode and to manage the discourse between two people based on a brief, within 10-12 minutes. The interpretation is to be completed on scheduled day of assessment, conducted in real time with two live role players. One will be an English-speaking client and the other a LOTE-speaking client.

Prior to the demonstration you will be presented with an interpreting brief. You will have approximately 15 minutes preparation time to identify subject specific information related to the brief.

You will also demonstrate the safe and effective use of telephone equipment, in accordance with RMIT’s Office ergonomics Workstation guidance.

On campus, you will participate in role plays to reflect a real life situation as a practicing interpreter and NAATI testing conditions.

You will also be asked questions to check your knowledge of interpreting in this setting, support to deal with issues and your application of concepts.

Please note that your performance will be video and audio recorded for your assessor to review.

Assessment Instructions for students

Telephone interpreting is a form of interpreting where the interpreter interprets for the English-speaking client and LOTE speaking client over the telephone in the consecutive mode.

For this task, you must provide quality, professional interpreting of general and non-specialised spoken language, in a specified language combination, using consecutive (dialogue) mode into both language directions in a typical situation type and managing discourse in a remote dialogue interaction.

Domain and situations

The remote interpreting is in the community domain, related to the subjects of immigration and tourism. You will remotely interpret discussion between an English-speaking immigration officer and a LOTE speaking traveller that has just landed in Australia.

On the day of demonstration – preparation

You are given 15 minutes preparation time in the preparation room prior to the performance. At the beginning of this time, you will receive a written interpreting brief. The brief provides information about the context in which the interpreting takes place including information about the domain, location in which the dialogue takes place, participants’ names and roles and the dialogue situation/topic.

You may use dictionaries, glossaries, or electronic devices to access the internet to research the interpreting brief during the preparation time (but at no other time). You may use a pen and paper (not supplied) to take notes during this time.

You may take the interpreting brief and any written notes made during the preparation time into the demonstration room. However, these must be left, along with any notes made during the interpreting session, in the demonstration room at the completion of the demonstration. Any other resources, including hard-copy dictionaries, glossaries or any electronic devices are not allowed in the testing room.

 

On the day of demonstration – performance

After your preparation time you will be directed to a demonstration room. You will be asked to sit at a table with a telephone. Make the necessary adjustments to ensure the safe use of equipment.

When the telephone rings, answer the phone and say ‘Hello’. You can choose to use the telephone handpiece or use the telephone hands-free option by pressing the ‘Handsfree’ button.

You will be greeted by an English-speaking telephone operator who will ask if you are available to do this telephone interpreting job. You need to accept the job and you will then be connected to the English-speaking role player who will guide you through a brief introductory dialogue.

The role players will introduce themselves and you should introduce yourself to both role players as ‘the interpreter’ and explain the dialogue protocols to them.

The commencement of the timed demonstration will be indicated with the words ‘Ok, let’s start’. You will then use consecutive mode to interpret a remote dialogue between the two role players using the telephone. You will have 10-12 minutes to complete your interpreting.

It is expected that you will interact with the role players to ensure that meaning is accurately transferred and manage discourse between the two role players (see Interacting with role players below). You must also demonstrate that you can correctly use a minimum of 10 terminologies relevant to the subject matters.

When you have completed the interpretation, you must leave all notes on the table in the testing room

Interacting with role-players

There will be instances during the demonstration where you may not be able to hear the speakers clearly, e.g. because they mumble, the speakers talk at the same time, there is conflict, there is noise or some other interference or the phone may cut out. You should interact with the role players to ensure meaning is accurately transferred between the two and the discourse is effective.

You may use a range of strategies to deal with these occurrences, including:

  • asking the role player to repeat or clarify what they have said;
  • asking the role player to pause or slow down;
  • asking the role player to speak more loudly or softly;
  • inserting a correction if you realise you have made an error; or
  • using other strategies to transfer meaning or otherwise manage the interaction.

There is no penalty for using strategies that:

  • result in accurate transfer of meaning;
  • are courteous;
  • do not hinder the flow of the conversation; and,
  • inform the other role player what occurred in the appropriate language.

 

 

On the day of demonstration – verbal questions

Following your performance, your assessor will ask you the following questions:

  1. Explain how your performance met AUSiT ethical standards (Access the AUSiT ethical standards here (https://ausit.org/AUSIT/About/Ethics___Conduct/Code_of_Ethics/AUSIT/About/Code_of_Ethics.aspx ).
  2. In the interpreting session you have just undertaken, who can you seek assistance from if the client would not speak to you?  How would you manage discourse breakdown and restore communication in challenging situations like this?
  3. Are there any aspects from this interpreting experience that you think may potentially have a personal impact on you? (e.g. emotional distress). If there is, describe how.
  4. If you felt you required a debriefing with a professional is necessary after this interpreting experience, who would you like to participate in the debriefing?
  5. In preparing for this task, how did you increase your knowledge of both the cultural communication and behaviour and the subject areas related to tourism and immigration?

 

Your assessor will discuss your performance with you after the verbal questions. You will be provided with a copy of the completed observation checklist and written feedback.

 

Check your understanding

PLEASE makes sure you read the criteria as listed in the Observation Checklist (Section B) of this task and understand the criteria against which you will be assessed.

PLEASE also clarify any points with your teacher.

Conditions for assessment

 

  • This assessment is to be completed individually.
  • You must complete the dialogue interpretation within the maximum allowed duration.
  • Your performance will be video and audio recorded for assessment purposes.
  • Please state your student number, full name at the start of each task when recording commences.
  • You will be assessed against the criteria as listed in the Observation Checklist (Section B) of this task.
  • To achieve a satisfactory result, you will need to address all criteria to the identified standard in the rubric.
  • Please make arrangements with your assessor at least one week prior to the assessment due date if you feel you require adjustment to this task.
  • If you are prevented from participating in the demonstration on your scheduled day by circumstances outside your control, you must contact your coordinator within at least 48 hours of the scheduled time/s and arrange an alternative time/s.
  • Where an extension of greater than seven days is needed, you must apply for special consideration.
  • If you have an equitable assessment arrangement which provides for negotiation of submission dates, extensions of more than seven days may be considered.
  • If you don’t meet the criteria for the task, you will be provided with an opportunity to re-take the demonstration.

You can appeal the assessment decision according to the RMIT Assessment Processes.

Instructions on submitting your Assessment Evidence

Your performance will be video and audio recorded for assessment evidence.

 

Equipment/resources students must supply:

Equipment/resources to be provided by RMIT or the workplace:

  • Pen and paper
  • Resources such as hard-copy dictionaries, glossaries or any electronic devices

 

   

 

 

 

 

 

 

]

 

 

 

 

 

 

 

 

TASK:

Describe the task –context and conditions for assessment.

 

The task involves completing a simulated remote interpreting assignment in community domain. You will use the telephone to interpret dialogue in consecutive mode and to manage the discourse between two people based on a brief, within 10-12 minutes. The interpretation is to be completed on scheduled day of assessment, conducted in real time with two live role players. One will be an English-speaking client and the other a LOTE-speaking client.

 

 

Section B – Observation Checklist

List the actions to be observed

Satisfactory

Not Satisfactory

Guidance to Meet Criteria

The student:

 

 

 

  1. completed interpreting via the telephone within the timeframe (10-12 minutes) provided

You must complete interpreting via the telephone within the timeframe (10-12 minutes) 

  1. prepared for interpreting using dictionaries, glossaries, or electronic devices to access the internet to research the interpreting brief during the preparation time

You must be observed using one of the resources during preparation.  

Including but not limited to:  

  • dictionaries  
  • glossaries  
  • electronic devices  

 

  1. arranged the environment to assist performance, comfort and effectiveness

You must be observed: 

  • re-arranging the seating and/or 
  • adjusting the volume 
  1. arranged the environment to ensure the safe use of equipment, in accordance with RMIT OHS requirements

You must be observed effectively positioning the telephone equipment, in line with RMIT’s Office ergonomics Workstation guidance

 

  1. effectively explained the role of the interpreter and sought or provided clarification (if required for or by role players)

You must be observed introducing yourself to both parties and explain the role of the interpreter. Sample introduction: My name is________ I am your__(language)_interpreter. My role is to facilitate verbal communication by conveying as faithfully as possible the message between the 2 parties. I might interrupt for clarification, and you may do the same if needed. 

  1. effectively identified requirements and explained the interpreting and relevant subject area protocols to the participants, according to accepted NAATI practice and in line with AUSiT ethics and conduct

You must be observed establishing protocols with interlocutors during introduction e.g.  Everything said will be interpreted and all the information will remain confidential. I will be impartial and will interpret in the first person. I might take notes but will destroy them before leaving.

  1. used consistent forms of address

You are observed using consistent use of forms of address for clients during demonstration. 

This includes using the same title and client preferred names when referring to the client.

 

  1. adhered to relevant cultural and social conventions

You are observed adhering to rules or expectations of behaviour and thoughts based on shared beliefs within a cultural or social group.

Examples include using positive verbal and body language so as not to cause offence, minimising the use of jargon, adjusting interpretation of titles to reflect the specific language (such as mate, bro, sir, friend, etc)

  1. demonstrated impartiality in their rendition i.e. without the influence of personal views/beliefs

You are observed must remain impartial during the interpreting. All utterances are faithfully interpreted without the influence of personal views or beliefs

  1. transferred non-equivalence from English to LOTE and LOTE to English

You need to demonstrate the ability to faithfully interpret when the target language has no direct equivalent for a word or a phrase that occurs in the source text. 

  1. transferred cultural concepts and cues

You must be observed to adapt embedded cultural concepts for correct interpreting transfer. 

  1. transferred non-verbal cues (e.g. tone)

You must be observed effectively transferring of non-verbal cues. For example, messages transferred by means of intonation, tone of voice, vocally produced noises, body posture, body gestures, facial expressions or pauses etc. 

  1. used appropriate terminology and related vocabulary, using a minimum of 10 terms relevant to the subject matters

You must be observed using a minimum of 10 terms relevant to the interpreting subject. 

  1. delivered cohesive and coherent messages

Your interpreting rendition is cohesive and coherent. 

Cohesive describes the way in which the message is tied together by linguistic devices, such as And so we see . . . , Additionally . . . , Therefore . . . , However . . . and On the other hand . . It’s a range of possibilities of linking what’s said in a conversation to help connect ideas. 

A message is coherent if its constituent sentences follow on one from the other in an orderly fashion so that the listener can make sense of what has been said. The interpreting rendition should be acceptable and meaningful in a sense that it is coherent with the situation in which it is received.  

 

  1. competently reproduced content

You must be observed mostly demonstrating the skill to interpret the content and intent of the source utterance accurately with only few instances of minor unjustified omissions, insertions and distortions. 

  1. used appropriate grammatical structures and syntax

You must be observed mostly demonstrating competence in using appropriate grammatical structures and syntax in interpreting. 

  1. clearly and correctly pronounced words/terms, in most cases

You must be observed mostly demonstrating competence in pronouncing words/terms clearly and correctly in interpreting. 

  1. used the appropriate register and style for the situation

You must be observed using appropriate register and style in the respective languages, such as different levels of formality or informality, and use of language in different institutional settings. 

  1. effectively used dialect (if relevant to LOTE language) idioms, collocations and slang

You must be observed demonstrating competence in interpreting idioms, collocations and slangs. 

  1. communicated the implied meaning of metaphors and/or similes

You must be observed demonstrating competence in interpreting implied meaning of metaphors 

  1. addressed issues in flow or transfer (e.g., overlapping speech, unfamiliar words, terms or phrases)

You must be observed managing an interaction between speakers in order to facilitate the communication, e.g. managing overlapping speech, seeking clarifications or repeats as required. 

 

  1. dealt with issues affecting discourse, e.g. applied strategies to manage dynamics between speakers, addressing emotional responses and/or conflict

 

 

 

 

 

 

You must be observed demonstrating the ability to deal with issues affecting discourse, e.g. applied strategies to manage dynamics between speakers, addressing emotional responses and/or conflict 

  1. identified appropriate responses to being asked to perform duties other than interpreting

You do not perform duties other than interpreting even if asked. E.g. they do not say their own opinion during interpreting even if they were asked by the professional/client. 

  1. addressed own transfer errors, such as incorrect word choice

You must be observed self-correcting own transfer errors. 

  1. applied retention strategies (e.g. making notes, seeking clarification, repetition)

You must be observed using retention strategies in order to facilitate the communication, e.g. taking notes, seeking clarifications or repeats as required. 

Verbal Questions - In response to verbal questions, the student: 

  1. explain how their performance in the remote or face to face demonstrations met AUSiT ethical standards

 

  1. demonstrate skills to manage discourse breakdown

 

  1. described any personal impact of the task

 

  1. identified the best person/role to debrief with

 

  1. identified methods or techniques to increase their knowledge of cultural communication and behaviour and subject areas

 

 

 

Verbal Questions asked during the observation

Prior to the Practical Assessment, your assessor will inform you how many questions from the list below will be asked.

Q1: Explain how your performance met AUSiT ethical standards (Access the AUSiT ethical standards here (https://ausit.org/AUSIT/About/Ethics___Conduct/Code_of_Ethics/AUSIT/About/Code_of_Ethics.aspx ). 

Q2: In the interpreting session you have just undertaken, who can you seek assistance from if the client would not speak to you or the call has been cut off?  How would you manage discourse breakdown and restore communication in challenging situations like this?  

Q3: Are there any aspects from this interpreting experience that you think may potentially have a personal impact on you? (e.g. emotional distress). If there is, describe how. 

Q4: If you felt you required a debriefing with a professional is necessary after this interpreting experience, who would you like to participate in the debriefing? 

Q5: In preparing for this task, how did you increase your knowledge of both the cultural communication and behaviour and the subject areas related to tourism and immigration? 

 

 

Section C – Feedback to Student

 

Has the student successfully completed the task?

   Yes              No

 

 

 

Feedback to student:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessor Name (please print)

Date

 

 

 

    

 

 

Assessment Task 2

STUDENT PRACTICAL ASSESSMENT TASK

 

 

Task Number

    2        of       3__   

Task Name

 

 

 

Remote dialogue and discourse management demonstration

National unit/s code

PSPTIS040

PSPTIS042

PSPTIS043

 

National unit/s title

Interpret in general dialogue settings

Manage discourse in general settings

Use routine subject area terminology in interpreting

National qualification code

PSP50916

National qualification title

Diploma of Interpreting

RMIT Program code

C5364

 

RMIT Course code

LANG5856C

LANG5858C

LANG5859C

 

Section A - Assessment Information

 

Assessment duration and/or due date

 

 

           

Students must complete this task at the scheduled date and time. The scheduled date and time for the demonstrations will be given to students 2 weeks before the assessment. WK 15-16, Sem 2.

 

Task instructions

 

Summary and Purpose of Assessment

This assessment enables you to demonstrate your ability to:

  • interpret using the consecutive mode, providing accurate and impartial rendition;
  • apply proficient communication skills to reproduce factual and linguistic information;
  • use subject-matter terminology when interpreting;
  • manage discourse in a face-to-face interpretation; and
  • meet occupational health and safety responsibilities.

You will interpret two dialogues in consecutive mode and manage discourse between two people based on two briefs, each within 10-12 minutes. The interpretations will be face to face and are to be completed on scheduled day of assessment, conducted in real time with two live role players. One will be an English-speaking client and the other a LOTE-speaking client.

Prior to the demonstration you will be presented with an interpreting brief. You will have approximately 15 minutes preparation time to identify subject specific information related to the brief.

You will also demonstrate that you can create an environment that assists performance and ensures safety, comfort and effectiveness, in accordance with RMIT’s Manual handling process.

On campus, you will participate in role plays to reflect a real life situation as a practicing interpreter and NAATI testing conditions.

You will also be asked questions to check your knowledge of interpreting in this setting, support to deal with issues and your application of concepts.

Please note that your performance will be video and audio recorded for your assessor to review.

Assessment Instructions for students

Face to face dialogue interpreting is a form of interpreting where the interpreter interprets for the English speaking client and LOTE speaking client face to face in the consecutive mode.

For this task, you must provide quality, professional interpreting of general and non-specialised spoken language, in a specified language combination, using consecutive (dialogue) mode into both language directions, in a typical situation type and managing discourse in two face to face dialogue interactions. 

Domains and situations

The first dialogue interaction, in the business domain, is between a LOTE-speaking representative of a business and an English speaking manufacture of cars and parts. The subject area is money matters.

The second dialogue interaction, in the community domain, is between a LOTE-speaking parent of a disabled child and the English-speaking principal of a school. The subject areas are education and social welfare. 

On the day of demonstration – preparation

You are given 15 minutes preparation time in the preparation room prior to the performance. At the beginning of this time, you will receive a written interpreting brief. The brief provides information about the context in which the interpreting takes place including information about the domain, location in which the dialogue takes place, participants’ names and roles and the dialogue situation/topic.

You may use dictionaries, glossaries, or electronic devices to access the internet to research the interpreting brief during the preparation time (but at no other time). You may use a pen and paper (not supplied) to take notes during this time.

You may take the interpreting brief and any written notes made during the preparation time into the demonstration room. However, these must be left, along with any notes made during the interpreting session, in the demonstration room at the completion of the demonstration. Any other resources, including hard-copy dictionaries, glossaries or any electronic devices are not allowed in the testing room.

On the day of demonstration – performance

After your preparation time you will be directed to a testing room. You will be directed to sit with the two live role players – English live role player and LOTE live role player.

The English-speaking role player will guide you through a brief introductory dialogue. The role players will introduce themselves and you should introduce yourself to both role-players as ‘the interpreter’ and explain the dialogue protocols to them.

The commencement of the timed demonstration will be indicated with the words ‘Ok, let’s start’. Then, you have 10-12 minutes to complete your interpreting.

You will then use consecutive mode to interpret the dialogue between the two role players.

It is expected that you will interact with the role players to ensure that meaning is accurately transferred manage discourse between the two role players (see Interacting with role players below). You must also demonstrate that you can correctly use a minimum of 10 terms relevant to the subject matters.

When you have completed the interpreting part of task you must leave any notes on the table in the demonstration room and the assessor will tell you where to go next.

Interacting with role-players

There will be instances during the demonstration where you may not be able to hear the speakers clearly, e.g. because they mumble, the speakers talk at the same time, there is conflict, there is noise or some other interference or the phone may cut out. You should interact with the role players to ensure meaning is accurately transferred between the two and the discourse is effective.

You may use a range of strategies to deal with these occurrences, including:

  • asking the role player to repeat or clarify what they have said;
  • asking the role player to pause or slow down;
  • asking the role player to speak more loudly or softly;
  • inserting a correction if you realise you have made an error; or
  • using other strategies to transfer meaning or otherwise manage the interaction.

There is no penalty for using strategies that:

  • result in accurate transfer of meaning;
  • are courteous;
  • do not hinder the flow of the conversation; and,
  • inform the other role player what occurred in the appropriate language.

 

On the day of demonstration – verbal questions

Following your performance, your assessor will ask you the following questions:

  1. For Dialogue 1, explain how your performance met AUSiT ethical standards (Access the AUSiT ethical standards here (https://ausit.org/AUSIT/About/Ethics___Conduct/Code_of_Ethics/AUSIT/About/Code_of_Ethics.aspx ).
  2. If strategies to deal with discourse issues weren’t working and you felt you were not able to effectively manage a situation, you could consider seeking assistance or withdrawing from the assignment.
  1. From whom could you seek assistance?
  2. Explain what you would say to withdraw from the assignment.
  1. If you were an employee of an interpreting service and you wanted to debrief after completing the assignment related to Dialogue 2, who would you like to participate in the debriefing?
  2. In preparing for this task, how did you increase your knowledge of both the cultural communication and behaviour and the subject areas related to money matters, education and social welfare.
  3. If one of your clients was a person with a hearing impairment, what techniques would you use? Identify two or more communication techniques to address barriers to communication.
  4. For Dialogue 1 discussion took place during a walk around of the organisation’s warehousing facility, where forklifts and trucks, how would you make sure you kept safe?

 

Your assessor will discuss your performance with you after the verbal questions. You will be provided with a copy of the completed observation checklist and written feedback.

 

Check your understanding

PLEASE makes sure you read the criteria as listed in the Observation Checklist (Section B) of this task and understand the criteria against which you will be assessed.

PLEASE also clarify any points with your teacher.

Conditions for assessment

 

  • This assessment is to be completed individually.
  • You must complete the dialogue interpretation within the maximum allowed duration.
  • Your performance will be video and audio recorded for assessment purposes.
  • Please state your student number, full name at the start of each task when recording commences.
  • You will be assessed against the criteria as listed in the Observation Checklist (Section B) of this task.
  • To achieve a satisfactory result, you will need to address all criteria to the identified standard in the rubric.
  • Please make arrangements with your assessor at least one week prior to the assessment due date if you feel you require adjustment to this task.
  • If you are prevented from participating in the demonstration on your scheduled day by circumstances outside your control, you must contact your coordinator within at least 48 hours of the scheduled time/s and arrange an alternative time/s.
  • Where an extension of greater than seven days is needed, you must apply for special consideration.
  • If you have an equitable assessment arrangement which provides for negotiation of submission dates, extensions of more than seven days may be considered.
  • If you don’t meet the criteria for the task, you will be provided with an opportunity to re-take the demonstration.

You can appeal the assessment decision according to the RMIT Assessment Processes.

Instructions on submitting your Assessment Evidence

Your performance will be video and audio recorded for assessment evidence.

 

Equipment/resources students must supply:

Equipment/resources to be provided by RMIT or the workplace:

  • Pen and paper
  • Resources such as hard-copy dictionaries, glossaries or any electronic devices

 

   

 

 

 

Section B – Observation Checklist

TASK:

Describe the task –context and conditions for assessment.

 

The task involves completing two simulated interpreting assignments in business and community domain. You will interpret both dialogues in consecutive mode and are expected to manage the discourse between two people based on a brief, within 10-12 minutes. The interpretation is to be completed on scheduled day of assessment, conducted in real time with two live role players. One will be an English-speaking client and the other a LOTE-speaking client.

 

 

 

List the actions to be observed

Satisfactory

Not Satisfactory

Guidance to Meet Criteria

 

On at least 1 occasion, the student:

 

 

 

 

1.      completed interpreting via the telephone within the timeframe (10-12 minutes) provided

You must complete interpreting  within the timeframe (10-12 minutes each)

 

2.      prepared for interpreting using dictionaries, glossaries, or electronic devices to access the internet to research the interpreting brief during the preparation time

You must be observed using one of the resources during preparation.

Including but not limited to:

  • dictionaries
  • glossaries
  • electronic devices

 

3.      arranged the environment to assist performance, comfort and effectiveness

You must be observed:

  • re-arranging the seating

 

4.      arranged the environment to ensure the safe use of equipment, in accordance with RMIT OHS requirements

You must be observed:

demonstrating correct procedure for manual handling of furniture or remove tripping hazard.

 

5.      effectively explained the role of the interpreter and sought or provided clarification (if required for or by role players)

You must be observed introducing himself or herself to both parties and explain the role of the interpreter. Sample introduction: My name is________ I am your__(language)_interpreter. My role is to facilitate verbal communication by conveying as faithfully as possible the message between the 2 parties. I might interrupt for clarification, and you may do the same if needed.

 

6.      effectively identified requirements and explained the interpreting and relevant subject area protocols to the participants, according to accepted NAATI practice and in line with AUSiT ethics and conduct

You must be observed establishing protocols with interlocutors during introduction e.g.  Everything said will be interpreted and all the information will remain confidential. I will be impartial and will interpret in the first person. I might take notes but will destroy them before leaving. 

 

7.      used consistent forms of address

You are observed using consistent use of forms of address for clients during demonstration.

This includes using the same title and client preferred names when referring to the client.

 

8.      adhered to relevant cultural and social conventions

You are observed adhering to rules or expectations of behaviour and thoughts based on shared beliefs within a cultural or social group.

Examples include using positive verbal and body language so as not to cause offence, minimising the use of jargon, adjusting interpretation of titles to reflect the specific language (such as mate, bro, sir, friend, etc)

 

 

9.      demonstrated impartiality in their rendition i.e. without the influence of personal views/beliefs

You are observed must remain impartial during the interpreting. All utterances are faithfully interpreted without the influence of personal views or beliefs.

 

10.  transferred non-equivalence from English to LOTE and LOTE to English

You need to demonstrate the ability to faithfully interpret when the target language has no direct equivalent for a word or a phrase that occurs in the source text.

 

11.  transferred cultural concepts and cues

You must be observed to adapt embedded cultural concepts for correct interpreting transfer.

 

12.  transferred non-verbal cues (e.g. tone)

You must be observed effectively transferring of non-verbal cues. For example, messages transferred by means of intonation, tone of voice, vocally produced noises, body posture, body gestures, facial expressions or pauses etc.

 

13.  used appropriate terminology and related vocabulary, using a minimum of 10 terms relevant to the subject matters

You must be observed using a minimum of 10 terms relevant to the interpreting subject.

 

14.  delivered cohesive and coherent messages

Your interpreting rendition is cohesive and coherent.

Cohesive describes the way in which the message is tied together by linguistic devices, such as And so we see . . . , Additionally . . . , Therefore . . . , However . . . and On the other hand . . It’s a range of possibilities of linking what’s said in a conversation to help connect ideas.

A message is coherent if its constituent sentences follow on one from the other in an orderly fashion so that the listener can make sense of what has been said. The interpreting rendition should be acceptable and meaningful in a sense that it is coherent with the situation in which it is received.

 

 

15.  competently reproduced content

You must be observed mostly demonstrating the skill to interpret the content and intent of the source utterance accurately with only few instances of minor unjustified omissions, insertions and distortions.

 

 

16.  used appropriate grammatical structures and syntax

You must be observed mostly demonstrating competence in using appropriate grammatical structures and syntax in interpreting.

 

17.  clearly and correctly pronounced words/terms, in most cases

You must be observed mostly demonstrating competence in pronouncing words/terms clearly and correctly in interpreting.

 

18.  used the appropriate register and style for the situation

You must be observed using appropriate register and style in the respective languages, such as different levels of formality or informality, and use of language in different institutional settings.

 

 

19.  effectively used dialect (if relevant to LOTE language) idioms, collocations and slang

You must be observed demonstrating competence in interpreting idioms, collocations and slangs.

 

20.  communicated the implied meaning of metaphors and/or similes

You must be observed demonstrating competence in interpreting implied meaning of metaphors

 

21.  addressed issues in flow or transfer (e.g., overlapping speech, unfamiliar words, terms or phrases)

You must be observed managing an interaction between speakers in order to facilitate the communication, e.g. managing overlapping speech, seeking clarifications or repeats as required.

 

22.  dealt with issues affecting discourse, e.g. applied strategies to manage dynamics between speakers, addressing emotional responses and/or conflict

You must be observed demonstrating the ability to deal with issues affecting discourse, e.g. applied strategies to manage dynamics between speakers, addressing emotional responses and/or conflict

 

 

 

 

23.  identified appropriate responses to being asked to perform duties other than interpreting

You do not perform duties other than interpreting even if asked. E.g. they do not say their own opinion during interpreting even if they were asked by the professional/client.

 

24.  addressed own transfer errors, such as incorrect word choice

You must be observed self-correcting own transfer errors.

 

25.  applied retention strategies (e.g. making notes, seeking clarification, repetition)

You must be observed using retention strategies in order to facilitate the communication, e.g. taking notes, seeking clarifications or repeats as required.

 

 

 

 

 

Verbal Questions - In response to verbal questions, the student: 

List the actions to be observed

  Satisfactory

 Not Satisfactory

Comment

  1. explained how their performance for Dialogue 1 demonstration met AUSiT ethical standards 

☐ 

☐ 

 

  1. a: Identified role/s from whom they could seek assistance 

b: explained what to say to withdraw from the assignment  

☐ 

☐ 

 

  1. identified the best person/role to debrief with 

☐ 

☐ 

 

  1. identified methods or techniques to increase their knowledge of cultural communication and behaviour and subject areas 

☐ 

☐ 

 

  1. identified two or more strategies and techniques to address barriers to communication 

☐ 

☐ 

 

  1. identified actions to take to maintain safety when working on assignment in a warehousing facility to avoid being hit by forklifts or tucks  

☐ 

☐ 

 

       

 

Verbal Questions asked during the observation

Prior to the Practical Assessment, your assessor will inform you how many questions from the list below will be asked.

Q1: For Dialogue 1, how did you performance meet AUSiT ethical standards?

Q2: The clients in Dialogue 2 are discussing complex and emotional issues, increasing the risk of communication break down as the result of conflict or emotional reactions. If strategies to deal with discourse issues weren’t working and you felt you were not able to effectively manage in this situation, you could consider seeking assistance or withdrawing from the assignment.

    1. From whom could you seek assistance?
    2. Explain what you would say to withdraw from the assignment.

Q3: If you were an employee of an interpreting service and you wanted to debrief after completing the assignment related to Brief 2, who would you like to participate in the debriefing?

Q4: In preparing for this task, how did you increase your knowledge of both the cultural communication and behaviour and the subject areas related to money matters, education and social welfare.

Q5: If one of your clients was a person with a hearing impairment, what strategies and techniques would you use? Identify two or more to address barriers to communication.

Q6: For Brief 1 discussion took place during a walk around of the organisation’s warehousing facility, where forklifts and trucks, how would you make sure you kept safe?

 

 

Section C – Feedback to Student

 

Has the student successfully completed the task?

   Yes              No

 

 

 

Feedback to student:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessor Name (please print)

Date

 

 

 

    

 

Assessment Task 3

STUDENT PRODUCT ASSESSMENT TASK

 

 

Task Number

  3        of    3_                   

Task Name

Dialogue and discourse management reflection

National unit/s code

PSPTIS040

PSPTIS042

PSPTIS043

 

National unit/s title

Interpret in general dialogue settings

Manage discourse in general settings

Use routine subject area terminology in interpreting

National qualification code

PSP50916

National qualification title

Diploma of Interpreting

RMIT Program code

C5364

 

RMIT Course code

LANG5856C

LANG5858C

LANG5859C

 

Section A - Assessment Information

Duration and/or due date:

 

The reflective report is due one week after the assessment task 2 demonstrations.

Task Instructions

Summary and Purpose of Assessment

This assessment enables you to demonstrate your ability to reflect on your dialogue and discourse management performances in Assessment Tasks 1 and 2 for this cluster. As part of this process, you will analyse and evaluate your ability to use interpreting, language and discourse management skills to achieve competent message transfers. You will also identify areas for improvement and ways to achieve improvement.

To effectively participate in the reflection process, provide responses to the prompts/questions in the Reflection Report template (see Appendix 1).

Assessment Instructions

 

What

  1. Read the prompts/questions in the Reflective Report template (see Appendix 1).
  2. Read through the criteria listed in the Marking Guide to help you understand the assessment criteria and your assessor’s expectations. Clarify any points with your teacher.
    • Please note: you need to address each criterion to achieve a result of ‘satisfactory’ for the task.
  3. Take time to consider your performances and the verbal feedback you were provided by your assessor/s and study the written feedback you received from your assessor/s.
  4. Identify areas for improvement and ways to address these areas.
  5. Complete the Reflective Report template, responding to each part and question.

Where

You are expected to complete this assessment outside of class time.

How

You will be assessed against the criteria listed in the marking guide in Section B of this task. To achieve a satisfactory result, you will need to address all criteria satisfactorily.

 

Conditions for assessment

  • This assessment is to be completed individually, but you may clarify feedback with your teacher and undertake research to identify methods and opportunities to improve your skills.
  • You will be assessed against the criteria as listed in the Rubric/Marking Guide (Section B) of this task.
  • To achieve a satisfactory result, you will need to address all criteria to the identified standard in the rubric.
  • Please make arrangements with your assessor at least one week prior to the assessment due date if you feel you require adjustment to this task.
  • If you are prevented from participating in the demonstration on your scheduled day by circumstances outside your control, you must contact your coordinator within at least 48 hours of the scheduled time/s and arrange an alternative time/s.
  • Where an extension of greater than seven days is needed, you must apply for special consideration.
  • If you have an equitable assessment arrangement which provides for negotiation of submission dates, extensions of more than seven days may be considered.
  • If you don’t meet the criteria for the task, you will be provided with an opportunity to address the issues and resubmit the report.

You can appeal the assessment decision according to the RMIT Assessment Processes.

 

 

 

Instructions on submitting your project/portfolio/report 

Type your answer in Appendix 1 and submit the completed Reflective Report template via the Canvas submission point for the task.

 

Equipment/resources students must supply:

Equipment/resources to be provided by RMIT or the workplace:

  • Own device if completing report off campus.

 

Access to assessment tasks and assessment task 1 and 2’s feedback on CANVAS, including NAATI testing conditions and AUSiT’s Code and Ethics

   

 

 

 

 

Section B – Marking Guide

Below is a checklist for how this assessment task will be judged as satisfactory or not satisfactory. 

Key Criteria that must be demonstrated

This assessment enables you to demonstrate your ability to reflect on your dialogue and discourse management performances in Assessment Tasks 1 and 2 for this cluster. As part of this process, you will analyse and evaluate your ability to use interpreting, language and discourse management skills to achieve competent message transfers. You will also identify areas for improvement and ways to achieve improvement.

Criteria for Assessment

Satisfactory

Comment

Y

N

 

In the report, the student:

 

 

 

1

provided a brief description of their thoughts on their overall performance for the three demonstrations

 

 

 

2

described at least one challenge faced for each demonstration (remote interpretation, Dialogue 1 and Dialogue 2)

 

 

 

3

identified an interpreting, language or discourse management skill strength in each of the demonstrations (remote, Dialogue 1 and Dialogue 2) and explained how these strengths facilitated faithful and cohesive transfers

 

 

 

4

described techniques applied to manage flow for Dialogue 1 and Dialogue 2 - one technique for each Dialogue

 

 

 

5

evaluated the two or more applied techniques to manage flow and suggested suitable alternatives – one technique for each Dialogue

 

 

 

6

explained the application of meaning-based transfer using two examples

 

 

 

7

identified and described at least one interpreting, language or discourse management skills to apply or use differently in a future, similar situation to the remote task (Assessment task 1)

 

 

 

8

described the importance of interpreters understanding interpersonal and institutional dynamics

 

 

 

9

described appropriate and relevant strategies to improve interpreting, language and discourse management skills and context-specific knowledge; at least one strategy was provided for each area.

 

 

 

 

 

 

               

 

 

Section C – Feedback to Student

 

Has the student successfully completed the task?

   Yes              No

 

 

 

Feedback to student:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessor Name

Date

 

 

 

    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1

Reflective Report

Complete this template

  • Reflect on and evaluate your interpreting, language and discourse management skills by completing the below report.
  • Provide your response next to each question/prompt in the template.
  • Please include the Cluster NameAssessment NumberStudent Number and Full Name in the file name. e.g. Monologue_AT1_s1234567_John Doe.docx

 

Student Name:

 

Student ID:

 

Date:

 

Language Group:

 

 

 

Reflection point

 

Your response

  1.  

What did you think of your overall performance? That is, your performance in each of the three demonstrations.

Provide a brief description.

 

  1.  

What challenges did you encounter:

  • in the remote interpretation
  • when interpreting for the assignment related to Dialogue 1
  • when interpreting for the assignment related to Dialogue 2?

Identify and briefly describe at least one challenge for each.

 

  1.  

In meeting the requirements of the briefs, what do you think you did well?

Identify an interpreting, language or discourse management skill strength in each of the demonstrations (remote, Dialogue 1 and Dialogue 2) and explain how these strengths facilitated faithful and cohesive transfers

 

  1.  

Consider the communication techniques to manage the flow of communication you applied when interpreting with the Dialogue 1 and Dialogue 2 clients. 

Provide a brief description of the techniques you applied for:

  • Dialogue 1
  • Dialogue 2.

Identify at least one for each Dialogue.

 

  1.  

With the techniques you identified for question 4, consider how effective each were. 

Describe how each technique assisted with flow.

Suggest an alternative technique you believe may be as or even more successful in managing the flow in both situations.

 

  1.  

Provide two examples from the demonstrations when you felt you clearly demonstrated meaning based transfer? Describe how for each example.

 

  1.  

Having further practiced skills since Assessment task 1 and having recently complete Assessment task 2, what would you do differently in a future, similar remote interpretation situation?

Identify and describe at least one interpreting, language or discourse management skills you would apply or use differently.

 

  1.  

Consider the interests of the clients in Dialogue 2 and the setting. As an interpreter, why is it important to have an understanding of interpersonal and institutional dynamics?

 

  1.  

The assessor/s provided feedback on your performances, and you’ve reflected on each of the interpreting and discourse management experiences.

What are your strategies to improve your:

  1. interpreting skills;
  2. language skills;
  3. discourse management; and,
  4. context-specific knowledge?

Provide at least one strategy for each skill and knowledge area.

 

 

 

 

 

 

 

 


Assessment Matrix

Competency assessment map

Unit Code

PSPTIS042 / LANG5858C

Unit Title

Manage discourse in general settings

  
 
 

Description

This Competency Assessment Map is a key document for assessors and must be completed for all units delivered and assessed. This document confirms that that all aspects of the unit of competency and assessment requirements have been addressed. This document is part of your assessment tool and once completed, must be filed with the other assessment documents. 

 

National Qualification Title (if relevant or remove)

Diploma of Interpreting (LOTE-English)

National Qualification Code (if relevant or remove)

PSP50916

 

If unit assessed in cluster, list codes and titles of other cluster units (add rows as required)

PSPTIS040 / LANG5856C

Interpret in general dialogue settings (LOTE-English)

PSPTIS043 / LANG5859C Use routine subject area terminology in interpreting

Assessment task number and title

Assessment One : Select Method/s

☐ Knowledge Assessment

☐ Product Assessment

☐ Practical Assessment

Assessment Two: Select Method/s

☐ Knowledge Assessment

☐ Product Assessment

     ☐ Practical Assessment

Assessment Three : Select Method/s

☐ Knowledge Assessment

☐ Product Assessment

☐ Practical Assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Descriptions

LANG5858C PSPTIS042 Manage discourses in general settings

This unit describes the skills required to manage the physical setting and pace of discourses in general settings. It requires 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, to whom the interpreter has physical and visual access. The physical elements of the setting permit the interpreter opportunities 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.

The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and industry codes and standards for ethical translating and interpreting adhered to.

Those undertaking this unit would work independently using support resources as required, while performing specific tasks in a range of familiar and unfamiliar contexts.

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

 

 

Element

Performance criteria

 

 

 

 

 

Assessment

Task 1: Remote dialogue and discourse management demonstration

Assessment

Task 2: Face-to-face dialogue and discourse management demonstration

Assessment

Task 3: Dialogue and discourse management reflection

 

 

Element 1

Set up discourse

 

 

1.1 Establish assignment requirements with clients.

5-6

5-6

 

1.2 Identify factors that may compromise interpreter effectiveness.

3-4, 21-22

3-4, 21-22

 

1.3 Arrange work environment to assist performance and ensure interpreter safety, comfort and effectiveness.

4

4

 

Element 2

Agree process

 

2.1 Confirm relationships between and with participants according to established interpreting protocols.

6

6

 

2.2 Explain the role of the interpreter and identify areas requiring further clarification.

5-6

5-6

 

Element 3

Manage flow of communication

 

3.1 Assess participant attributes and use appropriate communication style.

18

18

 

3.2 Advise speakers on length, pace and mode of delivery in a professional and courteous manner.

21

21

 

3.3 Address problems affecting communication flow.

21-22

21-22

 

Element 4

Monitor and maintain message transfer

 

4.1 Monitor and identify miscommunications

21-22

21-22

 

4.2 Seek and provide clarification where required.

21, 23

21, 23

 

4.3 Identify personal and professional limitations in managing discourses and take necessary steps to remediate these.

21-22

21-22

 

4.4 Seek assistance from appropriate persons in challenging situations to manage discourse breakdown and restore communication.

22, V Q2

22, V Q2

 

Element 5 Evaluate discourse management

 

5.1 Seek and analyse feedback on discourse and evaluate effectiveness of performance.

 

 

Q9 c

5.2 Take advice on issues and solutions and explore and develop strategies to improve practice.

 

 

Q9 a, b, c, d

Foundation Skills – This section is only completed when foundation are explicitly stated in the unit of competency. In most Training Packages the foundation skills are integrated into the unit of competency and this is clearly stated.

Foundation skill

Description

 

Describe how each foundation skill is demonstrated through the relevant assessment

Learning (3) 

Research and prepare for interpreting briefs.

 

Learning skills demonstrated in:

Assessment Task 1: Remote dialogue and discourse management demonstration

Assessment Task 2: Face-to-face dialogue and discourse management demonstration

 

Reading (3) 

Demonstrate reading skills in completing the reflection report and researching and preparing for interpreting briefs.

Reading skills demonstrated in:

Assessment Task 1: Remote dialogue and discourse management demonstration

Assessment Task 2: Face-to-face dialogue and discourse management demonstration

Assessment Task 3: Dialogue and discourse management reflection

Writing (NA) 

-

-

Oral Communication (3) 

Demonstrate oral communication skills in interpreting demonstration and verbal questions.

Oral communication skills demonstrated in:

Assessment Task 1: Remote dialogue and discourse management demonstration

Assessment Task 2: Face-to-face dialogue and discourse management demonstration

Numeracy (NA) 

-

-

Performance Evidence 

 

On at least 2 occasions                  

Assessment

Task 1: Remote dialogue and discourse management demonstration

 

Assessment

Task 2: Face-to-face dialogue and discourse management demonstration

Assessment

Task 3: Dialogue and discourse management reflection

 

Applying code of conduct to work processes 

6

6

 

Using problem solving skills to assess barriers to effective communication 

21, Q5

21

Q4, Q9

Supporting parties to understand and reach agreement on the interpreting process 

6

6

 

Deflecting pressure from other parties to perform duties other than interpreting 

23

23

 

Seeking debriefing and support where required 

V Q3

V Q4

 

Factors that may impact interpreting in general settings, including barriers to communication 

3-4

3-4

Q2

Communication techniques that facilitate communication flow and discourse management 

21-22 V Q2

21-22 V Q5

Q5, Q9

Culture-specific knowledge to arrange work environment and confirm relationships between and with parties 

5, 8

5, 8

 

Strategies and techniques for working with people with special communication needs 

V Q5

V Q2

 

Relevant professional standards and codes 

6, V Q1

6, V Q1

 

 

 

 

Knowledge Evidence 

 

Assessment

Task 1: Remote dialogue and discourse management demonstration

Observation checklist

Assessment

Task 2: Face-to-face dialogue and discourse management demonstration

Assessment

Task 3: Dialogue and discourse management reflection

 

Limitations of work role, responsibility and professional abilities 

5-6, 23

5-6, 23

 

Nature and structure of interpersonal and institutional dynamics 

 

 

Q8

WHS and risk management practices and procedures relevant to nature of assignment 

4, V Q6

4

 

 

Assessment conditions

Describe how assessments meet the assessment conditions

Assessment of this unit of competency must include use of scenarios, case studies, experiences and examples of interactions with colleagues and clients that demonstrate diverse skills and strategies for managing discourses in general settings.

 

Assessment Task 1: Remote dialogue and discourse management demonstration

Assessment Task 2: Face-to-face dialogue and discourse management demonstration

 

Assessment Task 3: Dialogue and discourse management reflection

 

Holistic assessment 

Assessment Task 1: Remote dialogue and discourse management demonstration

Assessment Task 2: Face-to-face dialogue and discourse management demonstration

 

Assessment Task 3: Dialogue and discourse management reflection

Assessors must satisfy the NVR/AQTF mandatory competency requirements 

Yes

 

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