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 focus of projects could involve
development or modification of products and services
acquisition and commissioning of new equipment
commissioning of laboratory facilities
appraisal of supplies
development of applications for customers
validation of analytical methods and/or equipment
quality improvement or corrective action teams
restructuring of laboratory services
reclassification of staff and staffing levels.

Records may take the form of
lists of potential costs, invoice and payments records
project and/or enterprise files and records
reports to clients, personnel and higher management
risk management plans and log books
diaries, scheduling charts and other charts.

Communication may be computer generated, and may involve
customers, stakeholders, external authorities and project team
reports, briefs, minutes, letters, oral briefings, advice and conversations, telephone calls.

Resources may include
personnel
budget
equipment, materials, facilities
computer project planning programs.

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 in the ability to perform consistently at the required standard. Candidates must be able to establish a project team and implement a project in response to a given brief. The project will contribute to the business needs of the enterprise.

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

analyse a complex technical brief and prepare a feasible project implementation plan
reach milestones within budget
consult and communicate effectively to ensure the project outcomes are achieved
maintain accurate records and documentation in accordance with the enterprise procedures
select and establish operational systems for the project
plan work activities, resources and finances to ensure the project outcomes are achieved within the timeframe and budget constraints
monitor and evaluate the progress of the project.

Underpinning knowledge

Competency includes the ability to apply and explain:

purpose and methods of planning
techniques for monitoring timelines, expenditure, team performance
techniques for achieving effective communication and cooperation
techniques for troubleshooting, problem solving and conflict resolution
reporting requirements
techniques for evaluation and continuous improvements
relevant health, safety and environment requirements.
An awareness of the laboratory's business goals and key performance indicators is also required as a basis for managing complex projects in the laboratory.

Assessment context and methods
This unit of competency is to be assessed in the workplace or simulated workplace environment.

The following assessment methods are suggested:

review of reports, operational budgets and project plans generated by the candidate
review of project outcomes and customer satisfaction
questioning/interview to assess underpinning knowledge
feedback from project team and management
review of documented examples of quality performance improvements achieved and examples of significant problems solved
observation of the candidate's interaction with project team.
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:

PMLTEAM600B Manage and develop teams
PMLQUAL600B Implement and monitor quality systems and continuous improvement processes.

Resource implications

Resources may include:

procedures and documentation typically used by the enterprise
scheduling charts/strategic plans
GANTT charts
operational reports
financial plans
sample budgets.

This competency in practice
A cosmetics manufacturing company decided to upgrade the image of a product range which included lipsticks, nail lacquers, hair shampoos and conditioners. A technical specialist coordinated the project and organised input from marketing, development, quality assurance and production personnel. The production boundaries were defined through consultation with marketing and it was decided to update shades of shaded products and introduce natural ingredients wherever possible. The project had to be completed within a reasonably short timeframe and within a tight budget which placed overall constraints on the way the project could be handled. After developing and getting approval for an implementation plan, team members were briefed and development samples produced for approval. Product characteristics were checked and recommendations made for adjustments until each product met requirements. When pilot batch manufacture had been successfully completed, project development processes were fully documented and then passed to production to allow for efficient development of production batches.
The quality team in a laboratory has set a goal of getting reports out more quickly and assigned the coordination of the project to one of the senior technical officers. The officer prepared an outline of the project, a timeframe, a resource list and budget. Specific tasks were allocated to members of the quality team according to their abilities and existing work commitments. The officer monitored the project's progress by tracking and adjusting elements as necessary. After the development of a final draft for the revised procedures, a draft project report was prepared for consideration by the quality team.
A dairy company currently uses an imported cocoa-based product for the chocolate flavouring of their milk. Following a feasibility study of a range of ingredients, it was decided to investigate further an alternative source on the basis of cost. A technical specialist prepared a project plan that included required personnel, materials, equipment and a detailed GANTT chart. Key personnel from quality assurance, production, engineering, product development and marketing were chosen for the project team. The project was monitored to confirm progress, control expenditure and review the suitability of the alternative product source. At the end of the project, the technical specialist assessed the outcomes and prepared a detailed report that recommended the use of a local ingredient.

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
(3)

Solving problems
(3)

Using technology
(3)