Elements and Performance Criteria

The range of variables relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance.
Where reference is made to industry Codes of Practice, and/or Australian/international standards, it is expected the latest version will be used.

The team leader manages the team to improve its performance through leading, facilitating and empowering its members. The team may
be ongoing with responsibility for particular services or functions, or project based
have a mixture of full and part-time employees and contractors
be separated by distance and work at sites outside the laboratory.

The team operates within
small, medium and large contexts
internal and external environments
enterprise guidelines covering access and equity principles and practices, licensing requirements, industrial awards, enterprise bargaining agreements
agreed responsibility and accountability requirements
appropriate goals, objectives
given resource parameters.

Monitoring team performance may include
applying enterprise performance management systems
communicating with senior management, team members and the team as a whole
recording and updating confidential personal data
applying total quality management principles.

Identifying individual potential may require
comparisons of work requirements against outputs
competency based assessment against standards or enterprise requirements.

Communication within and between teams could involve issues, such as
critical events on shift
urgent or abnormal results that require attention
problems with instruments, reagents, tests and sampling
equipment and material shortages
changes to work priorities, schedules and rosters.

Documentation could include
job descriptions, person specifications
workplace procedures, OHS and EO policies
licensing/registration requirements
industrial awards and enterprise agreements.

Health, safety and environment
All operations to which this unit applies are subject to stringent health, safety and environmental (HSE) requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between performance criteria and HSE requirements, the HSE requirements take precedence.
All operations assume the potentially hazardous nature of samples and require standard precautions to be applied. Users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council and State and Territory Departments of Health. All operations are performed in accordance with standard operating procedures.

The Evidence Guide describes the underpinning knowledge and skills that must be demonstrated to prove competence.
Critical aspects of competency
Competency must be demonstrated by the ability to perform consistently at the required standard. Candidates must be able to work effectively with team members who may have diverse work styles, cultures, and perspectives.

In particular the assessor should look to see that the candidate:


promotes team cohesion by, for example:

providing clear information and directions when devolving responsibility and accountability
organising regular team meetings
involving the team in planning and allocation of tasks
encouraging the team to openly propose, discuss and resolve issues
dealing with conflict before it adversely affects team performance
treating people openly and fairly
recognising individual and cultural differences
recognising and rewarding achievement

improves team and individual performance by, for example:

using appropriate continuous improvement processes to improve team planning and results
analysing barriers to team effectiveness and developing appropriate strategies to overcome them
recording individual and team performance
monitoring individuals' outputs and providing constructive feedback
identifying and utilising individuals' strengths
identifying individuals' training needs and providing development opportunities
supporting the team to share knowledge and skills.

Underpinning knowledge

Competency includes the ability to apply and explain:

the organisational structure and layout of the laboratory and enterprise
enterprise/statutory policies and procedures relating to access and equity
staff/workgroup practices, relevant sections of industrial awards and enterprise bargaining agreements
key principles of team dynamics, team leadership and management
interpersonal/communication strategies for a diverse workforce
conflict resolution strategies and processes
key principles of performance management systems
performance outcomes expected and key indicators
business goals
operating budgets and plans for work area
relevant health, safety and environment requirements.

Assessment context and methods
This unit of competency is to be assessed in the workplace or simulated workplace environment.
Competency in this unit should be assessed over a sufficient period of time to enable the candidate to initiate and implement improvements.

The following assessment methods are suggested:

review of record systems and documentation of team outputs and performance
feedback from team members about team processes
feedback from managers about team performance
feedback from customers serviced by the team.
observation of the candidate during team meetings and contact with individual team members
interview questions with the candidate to assess underpinning knowledge of team dynamics, leadership and management
In all cases, practical assessment should be supported by questions to assess underpinning knowledge and those aspects of competency which are difficult to assess directly. Questioning techniques should suit the language and literacy levels of the candidate.

Interdependent assessment of unit

This unit of competency may be assessed with:

PMLORG600B Supervise laboratory operations in work/functional area.

Resource implications

Resources may include:

relevant OHS, EO, licensing, registration policies and procedures
workplace procedures and standard operating procedures (SOPs)
industrial awards and enterprise agreements.

This competency in practice
A materials testing laboratory introduced a mentoring system as part of its laboratory work team's program. Laboratory assistants and technicians were placed in work teams that included technical specialists. This strategy was designed to enable less experienced team members to develop advanced technical skills on the job. The team leader acted as the mentor, monitored the competency of the less experienced team members and organised work tasks to further develop their skills. For example, as part of a quality improvement project, the team was asked to propose a way of minimising waste disposal. After discussing a number of alternatives, the team narrowed down the choice to one feasible suggestion, and then investigated the cost and environmental implications with the guidance of the team leader.
Two technical officers working in the haematology section of a large hospital laboratory explained to their supervisor that they would like to gain experience of making blood films, having learned the basic skills during their initial training. The supervisor agreed, but first assessed their competency against enterprise standards and recognised that they could benefit from some on-the-job training. The supervisor arranged for them to be coached by a more experienced team member. Some time later, they were assessed as competent and able to regularly perform the task.
The new laboratory supervisor of a food processing company was keen to develop the professionalism of the laboratory team. The supervisor wanted to enhance the team's level of cooperation, participation in the ongoing development of the quality management system and willingness to suggest refinements to the food analyses that they performed. Neither the supervisor nor the team of technicians believed they had the time to devote to in-house professional development exercises. In any event, the technicians were dubious about the effectiveness of these activities. Instead, the supervisor offered to meet the costs of the technicians joining a professional society of their choice, provided that it was closely related to the work performed in the laboratory. Most of the staff accepted this offer. Over the next few months, a significant improvement in the enthusiasm of the staff and the quality of their work occurred. The supervisor attributed this to an increased sense of esteem for their profession, the forging of links with the laboratory staff of other companies and the opportunity to discuss their work within a wider circle of peers. Some technicians made the time to visit other laboratories, where they were able to assess new work practices and the merits of instrumentation not used in their own workplace. Overall, the supervisor found that the benefits to the operation of the laboratory team greatly outweighed the modest financial cost involved.

The seven key competencies represent generic skills considered for effective work participation. The bracketed numbering against each of the key competencies indicates the performance level required in this unit. These are stand-alone levels and do not correspond to levels in the Australian Qualifications Framework (AQF).
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks.
Communicating ideas and information
(3)

Collecting analysing and organising information
(3)

Planning and organising activities
(3)

Working with others and in teams
(3)

Using mathematical ideas and techniques
(2)

Solving problems
(3)

Using technology
(2)