Langenderfer and Rocknesss Seven Stage Framework (1990).

1. What are the facts of the case?

The interpreter, Mike, is struggling with conveying information efficiently

due to not being familiar with the subject. This is having a negative

impact on the D/deaf consumers, as they are not able to complete the

instructions given by the teacher. The setup of the interaction is not

beneficial, as the D/deaf consumers are finding it difficult to watch the

interpreter, the teachers computer screen, and their own computer

screens, therefore not following the lesson efficiently. Therefore,

compared to hearing people, the D/deaf consumers are therefore at a

great disadvantage within the class. This is negatively impacting their

learning, and possibly affecting their future employment opportunities.

2. What are the ethical issues in the case?

&
3. What are the norms, principles and values related to the case?

Mike not being honest with the participants (D/deaf consumers and

teacher) that he is struggling with interpreting the subject. According to

Guys Ten Core Values (SME Financial Systems, n.d.), dishonesty can lead

to less advantage and more harm. NRCPDs ethical principles includes

do not harm and be honest (NRCPD, n.d.), therefore continuing his job

despite struggling are breaking these ethical principles. Mike is also not

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following the ethical principal of respecting the personal choices of

service users (NRCPD, n.d.), as he is not discussing the issues with the

participants.

4. What are the alternative courses of action?

Relating to the pursuit of excellence, ask the teacher for information

about the lesson beforehand to prepare for anything within the

subject which is not familiar, e.g: research new terms.

Leave the job because you feel incapable of interpreting the subject,

taking accountability for the lack of information conveyed to the

D/deaf consumers.
Discuss the issue of struggling to interpret the subject with the

D/deaf consumers, to see if they are happy to continue as it is, make

some adjustments such as clarifying more within the class, or

whether they would prefer a new interpreter. Therefore, having

respect for others and allowing them to make an informed decision.

Be fair by discussing the setup of the classroom with the teacher

before making any changes, to see if any movement to computers,

etc. could be made so that it is easier for the D/deaf consumers to

see everything they need to.

5. What is the best course of action that is consistent with the norms,

principles and values identified in 3?

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The best course of action would be to discuss the issue of struggling to

interpret the subject with the D/deaf consumers, allowing them to make

an informed decision. This course of action will mean Mike is following the

NRCPDs ethical principles and Guys Ten Core Values, in the best interest

of their learning.

6. What are the consequences of each possible course of action?

If you discuss with the teacher and ask about each class to prepare, the

extra time spent researching any information needed to ensure

understanding about the subject could lead to a more successful

interpretation. This would then enable the D/deaf consumers to

understand and complete the instructions more efficiently, leading to

them passing the course successfully and gain employment. Mike would

then understand the importance of being well informed and prepared,

maintaining a positive relationship with both parties. On the other hand,

the teacher could question the competence of the interpreter.

If you leave the job without discussing it with the D/deaf consumers, they

may be confused when an alternative interpreter arrives to interpret the

class. Another possible issue is that there might be difficulty in finding a

replacement interpreter, and the consumers are left with no one to

interpret the class. This could then lead to the D/deaf consumers not

passing their course and not gaining employment. Therefore, those

consumers would lose trust with Mike and he would gain a negative

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reputation, which could cause issues with future interpreting

opportunities. Leaving also means breaking promise keeping, one of

Guys Ten Core Values, with Mike not keeping his commitment to the job or

to the participants within the interaction.

If the issue of struggling to interpret the subject is discussed with the

D/deaf consumers, this will allow them to make an informed decision

depending on what they feel is best for the situation, which respects their

personal choices. It might lead to the alternative decisions discussed,

such as number one or number four, which could improve the interpreting

process. This could then enable them understand and follow the

instructions efficiently, passing the course and gaining employment.

If the setup of the classroom with the teacher is successful, there could be

changes made to make the interaction easier to follow for the D/deaf

consumers, e.g repositioning the computers. This would then enable the

D/deaf consumers to understand and complete the instructions. However,

if it is unsuccessful, the situation could either remain the same, or the

interpreter could take it upon himself to reposition into a more accessible

place within the class. Furthermore, the teacher may question the D/deaf

consumers or interpreters competence.

7. What is the decision?

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Considering the possible decisions and their alternatives, I have concluded

that the decision I believe to have the best outcome would be to discuss

with the D/deaf consumers. This would create an open dialogue for them

to decide what course of action would best suit them, whether that be the

interpreter preparing for the subject before the class or clarifying more

within the class. He is then following Guys Ten Core Values and the

NRCPDs ethical principles, being honest and acting fair.

Word count: 931

References:

NRCPD (n.d.) Code of Conduct. [Online] Available at:

http://www.nrcpd.org.uk/code-of-conduct [Accessed 9th February 2017].

SME Financial Systems (n.d.) Decision Making Frameworks. p. 2.

SME Financial Systems (n.d.) Decision Making Frameworks. pp. 3 4.

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