SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Manage own interpreting performance

SAQA US ID	UNIT STANDARD TITLE
116803	Manage own interpreting performance
ORIGINATOR
SGB Translation, Interpreting and Language Editing
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 04 - Communication Studies and Language			Communication Studies
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 7	Level TBA: Pre-2009 was L7	15
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

The purpose of the learning is to perform self-management as an interpreter, where outputs are continually monitored in comparison of source and target content including; volume, fluency, distance from equipment and movement. Improved self-management improves the overall quality of interpreting and delivery within time limits and accuracy of work. In this way the competency of self-management improves economic efficiency and effectiveness of interpreting work.

Credited learners are capable of:

Monitoring own interpreting performance

Monitoring operation of interpreting equipment

Selecting appropriate voice production/spatial manipulation techniques

Implementing coping tactics (lag time adjustment, chunking)

Managing stress

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:

Analyse and communicate information

Communicate effectively using language skills in two languages

Situate messages in terms of culture

UNIT STANDARD RANGE

The typical scope of this unit standard is competence relating to the interpreting within professional contexts.

The context of this unit standard includes:

Legal interpreting (including high court)

Booth, or whispered interpreting

Business interpreting (this may include commercial transacting)

Diplomatic service interpreting

Health interpreting - mental health

Conference interpreting

Educational interpreting

Parliamentary/Legislature/Local Government Council interpreting

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Monitor own interpreting performance.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Description of performance criteria is accurate.

ASSESSMENT CRITERION 2

Assessment of own performance is justified in terms of evaluation criteria.

ASSESSMENT CRITERION 3

Reasons for deviations from the performance criteria are accurately identified.

ASSESSMENT CRITERION 4

Strategies selected for improving performance are appropriate for specific contexts.

SPECIFIC OUTCOME 2

Monitor operation of interpreting equipment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Description of interpreting equipment operation is accurate.

ASSESSMENT CRITERION 2

Assessment of equipment operation is justified in terms of equipment operation.

ASSESSMENT CRITERION 3

Reasons for deviations from the performance criteria are accurately identified.

ASSESSMENT CRITERION 4

Strategies selected for addressing interpreting equipment operation problems are appropriate for specific contexts.

SPECIFIC OUTCOME 3

Select appropriate voice production/spatial manipulation techniques.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Voice production/spatial manipulation techniques selected are appropriate for specific contexts.

ASSESSMENT CRITERION 2

Strategies for selecting techniques are appropriate for specific types of interpreting.

ASSESSMENT CRITERION 3

Voice production/spatial manipulation techniques selected meet agreed language conventions.

ASSESSMENT CRITERION 4

Voice production/spatial manipulation techniques selected reflect source delivery.

SPECIFIC OUTCOME 4

Implement coping tactics (lag time adjustment, chunking).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Strategies to cope with difficulties encountered are feasible for specific contexts.

ASSESSMENT CRITERION 2

Strategies to cope with difficulties encountered are appropriate for specific contexts.

ASSESSMENT CRITERION 3

Coping tactics employed are justifiable in terms of participant characteristics and needs.

ASSESSMENT CRITERION 4

Assessment of requirements of specific contexts is correct.

SPECIFIC OUTCOME 5

Manage stress.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Symptoms of stress are detected early.

ASSESSMENT CRITERION 2

Manifestations of stress are accurately identified.

ASSESSMENT CRITERION 3

Sources of stress are realistically dealt with.

ASSESSMENT CRITERION 4

Own coping strategies are nurtured to ensure optimal stress management.

ASSESSMENT CRITERION RANGE

Physical, Psychological, Mental Stress.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.

The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain:

Structure, register and style of source and target messages

The role of the discourse field in relation to source and target messages

Cultural context of source and target messages

Source and target messages' norms and conventions

Communication barriers

Ethical requirements

Quality criteria

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when monitoring own interpreting performance.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively, when implementing coping tactics.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information when selecting appropriate voice production/spatial manipulation techniques.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when managing stress.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when interpreting in general.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

N/A

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	49062	National Diploma: Interpreting	Level 7	Level N/A: Pre-2009 was L7	Passed the End Date - Status was "Reregistered"	2018-12-31	CHE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

NONE