Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit of competency covers the exercise of good laboratory practice and effective participation in quality improvement teams. Personnel are required to ensure the quality and integrity of their own work, detect non-conformances and work with others to suggest improvements in productivity and quality. |
Application of the Unit
Application of the unit |
This unit of competency is applicable to laboratory technicians working in all industry sectors who contribute to quality improvements in areas or processes associated with their own job function and/or specialisation. This unit of competency is relevant to experienced technical officers who may work individually or as part of a team. Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. These are found at the end of this unit of competency under the section 'This competency in practice'. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
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Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Satisfy quality system requirements in daily work |
1.1. Access information on quality system requirements for own job function 1.2. Record and report quality control data in accordance with quality system 1.3. Follow quality control procedures to ensure products, or data, are of a defined quality as an aid to acceptance or rejection 1.4. Recognise and report non-conformances or problems 1.5. Conduct work in accordance with sustainable energy work practices 1.6. Promote sustainable energy principles and work practices to other workers |
2. Analyse opportunities for corrective and/or optimisation action |
2.1. Compare current work practices, procedures and process or equipment performance with requirements and/or historical data or records 2.2. Recognise variances that indicate abnormal or sub-optimal performance 2.3. Collect and/or evaluate batch and/or historical records to determine possible causes for sub-optimal performance 2.4. Use appropriate quality improvement techniques to rank the probabilities of possible causes |
3. Recommend corrective and/or optimisation actions |
3.1. Analyse causes to predict likely impacts of changes and decide on the appropriate actions 3.2. Identify required changes to standards and procedures and training 3.3. Report recommendations to designated personnel |
4. Participate in the implementation of recommended actions |
4.1. Implement approved actions and monitor performance following changes to evaluate results 4.2. Implement changes to systems and procedures to eliminate possible causes 4.3. Document outcomes of actions and communicate them to relevant personnel |
5. Participate in the development of continuous improvement strategies |
5.1. Review all relevant features of work practice to identify possible contributing factors leading to sub-optimal performance 5.2. Identify options for removing or controlling the risk of sub-optimal performance 5.3. Assess the adequacy of current controls, quality methods and systems 5.4. Identify opportunities to continuously improve performance 5.5. Develop recommendations for continual improvements of work practices, methods, procedures and equipment effectiveness 5.6. Consult with appropriate personnel to refine recommendations before implementation of approved improvement strategies 5.7. Document outcomes of strategies and communicate them to relevant personnel |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
Required skills include:
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Required knowledge |
Required knowledge includes:
Specific industry Additional knowledge requirements may apply for different industry sectors. For example: Biomedical sector:
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Evidence Guide
EVIDENCE GUIDE |
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The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Assessors should ensure that candidates can:
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Context of and specific resources for assessment |
This unit of competency is to be assessed in the workplace or simulated workplace environment. This unit of competency may be assessed with:
Resources may include:
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Method of assessment |
The following assessment methods are suggested:
Those aspects of competency dealing with improvement processes could be assessed by the use of suitable simulations and/or a pilot plant and/or a range of case studies and scenarios. In all cases, practical assessment should be supported by questions to assess essential knowledge and those aspects of competency which are difficult to assess directly. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability. Access must be provided to appropriate learning and/or assessment support when required. The language, literacy and numeracy demands of assessment should not be greater than those required to undertake the unit of competency in a work like environment. |
This competency in practice |
Industry representatives have provided the case studies below to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. Manufacturing A quality improvement team at a chemical manufacturing plant was asked to propose a way of minimising the cost of disposing of chromium rich waste. Using appropriate techniques, the team narrowed the alternatives down to the option of burning the waste stream. An experienced technician agreed that this was feasible, but suggested that because the waste was petroleum high in chromium the team should consider the environmental implications. Subsequent research indicated that the permitted chromium levels in the incinerated air waste stream would not exceed 10 ppm, which was less than the air emission standards for the plant. The technician analysed samples of the air waste stream and determined that the chromium levels were below the regulatory standards. He/she then supported the team's suggestion. Environmental The manager of an environmental testing laboratory believed that the team of laboratory technicians relied too much on external direction. As a result, the manager requested that whenever technicians asked for assistance they should also be ready to suggest a solution to the problem if at all possible. This strategy was implemented in a non-threatening manner and was accepted by the team. In time, the manager noted that many of the suggestions for solving problems and improving work practices that came from the team were effective and reasonable. Their skill in making realistic recommendations came from their familiarity with many of the issues that needed to be considered. It became the norm that the laboratory technicians were given public credit for suggesting successful strategies that improved safety, productivity and staff morale. Food processing A company that produces apple juice uses 30-35% hydrogen peroxide (H2 O2 ) to sterilise packaging. A mist of atomised H2 O2 is sprayed into pre-formed cartons and later removed with a jet of hot sterile air. The laboratory manager was concerned that some batches of product were not sterile after standing at room temperature for several days. The cause of the failure in the sterilisation procedure was not apparent and a technical officer was asked to investigate this problem. The technical officer examined each unit operation of juice manufacture and determined that the application of H2 O2 was a critical sterilisation point where failure could occur. The concentration of H2 O2 in the atomiser and in opened containers was unpredictable and several problems were found to contribute to this. H2 O2 was left in the atomiser for up to several days between packaging runs. Containers of H2 O2 were not always used sequentially, some being opened and then not used for a long time. The containers were stored at room temperature after opening and some may have become contaminated with atmospheric particulates that catalyse the breakdown of H2 O2 . The recommendations that emerged from the investigation were that:
In summary, the intolerance of the company to even low incidences of faulty product and the competency of the technical officer to investigate the processing stream resulted in increased product quality without significant cost. |
Range Statement
RANGE STATEMENT |
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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
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Codes of practice |
Where reference is made to industry codes of practice, and/or Australian/international standards, it is expected the latest version will be used |
Standards , codes , procedures and /or enterprise requirements |
Standards, codes, procedures and/or enterprise requirements may include:
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Quality control procedures |
Quality control procedures may include:
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Methods for statistical analysis |
Methods for statistical analysis may include:
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Problem solving techniques |
Problem solving techniques may include:
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Quality improvement tools and techniques |
Quality improvement tools and techniques may include:
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Sustainable energy principles and work practices |
Sustainable energy principles and work practices may include:
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Communication |
Communication may involve:
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Reporting |
Reporting may include:
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Quality improvement opportunities |
Quality improvement opportunities could include improved:
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Occupational health and safety (OHS ) and environmental management requirements |
OHS and environmental management requirements:
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Unit Sector(s)
Unit sector |
Maintenance |
Competency field
Competency field |
Co-requisite units
Co-requisite units |
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