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This paper examines how performance criteria in a training package unit ‘Supervise work routines and staff performance’ (RTC4908A), might be achieved in a non-Aboriginal (Balanda) framework, and in an Aboriginal framework. Clear differences in perception of what a supervisor is and how tasks are completed, are tabulated. The paper concludes that in cross-cultural work situations, an understanding of the differences, and respect for both cultures is essential if frustration and hostility are to be avoided. Curriculum writers need to embrace culture in units where it is particularly important, and to engage Indigenous knowledge in the curriculum wherever possible.