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. In particular, assessors should look to see that the candidate:
can code, record and check the documentation of data
calculates statistical quantities relevant to his/her work and presents accurate results in the required format
calculates scientific quantities relevant to his/her work and presents accurate results in the required format
recognises anomalies and trends in data
maintains the confidentiality of data in accordance with workplace and regulatory requirements
keeps records up-to-date and secure.
Underpinning knowledge
Competency includes the ability to apply and explain:
procedures for coding, entering, storing, retrieving and communicating data
procedures for verifying data and rectifying mistakes
procedures for maintaining and filing records, security of data
relevant scientific and technical terminology, such as precision, accuracy, 'out of control' traceability.
Competency also includes the ability to:
perform calculations involving fractions, decimals, ratios, proportions and percent
perform calculations of mean, median, mode, range and standard deviation
perform calculations of perimeters, areas, volumes, angles
perform calculations of scientific quantities (for example, concentration)
use scientific notation, convert units involving multiples and submultiples
use significant figures, round off, estimate, approximate
calculate and interpret absolute and percentage uncertainties
transpose and evaluate formulae
prepare graphs, tables and charts (pie, bar, histogram) and interpret trends
prepare and interpret process control charts.
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 data work sheets, calculations, computer files (such as spreadsheets, databases, statistical analysis), graphs, tables and/or charts prepared by the candidate
review of records transcribed, maintained or stored by the candidate
feedback from supervisors and peers
questions to assess understanding of relevant procedures and trends in data
observation of the candidate as they process data, file and store records.
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:
technical units, such as the PMLTEST300 series and PMLTEST400 series of units
PMLDATA501B Use laboratory application software.
Resource implications
Resources may include:
data sets and records
computer and relevant software or laboratory information system
relevant workplace procedures.
This competency in practice
Manufacturing
A laboratory assistant in a materials testing laboratory was performing routine tensile tests on samples of vinyl sheet. The assistant converted the readings from the machine to appropriate units using a simple calculation and recorded them in the logbook for that test method. After comparing these test results with previous results for the same type of vinyl material, the assistant found that the tensile strength was within the required range. However, it was at the lower rather than the upper end of the range as in previous testing. The assistant discussed the results with the laboratory supervisor. The calibration file for that machine showed that it had been calibrated four months previously and had not needed adjustment. Test results for the same period showed that the machine was giving lower than normal tensile strength readings for the few higher strength materials tested over the last two months. The assistant did some more checks and confirmed this trend. The machine was re-calibrated by the instrument company and the frequency of internal calibration checks by the laboratory assistant was increased. This problem would not have been detected or corrected as quickly without the assistant's initiative and competent recording and retrieval of test results and calibration information.
Biomedical
A technical assistant works in a team with laboratory scientists and technical officers. Analyses of electrolytes are routine and occur in large volume throughput even in this small diagnostic laboratory. The assistant is assigned tasks that contribute to the overall production of results, their reporting and the quality control evaluation of the results. One task is the daily collection of the electrolyte analyses from the internal quality control area. In this case, the technical assistant plots the results on a Levy-Jennings graph and computes the mean value. The assistant reports immediately to the supervisor if the plots show deviations which indicate out-of-control results.
Food processing
Cooking and holding temperatures greatly affect the nutrient composition of processed foods. The CSIRO provides documentation of nutrient losses with temperature variations. For cooked foods, there is the added problem of microbial growth in the so called 'danger zone'. In one laboratory, the technical assistant conducts simple testing of foods using a temperature probe and also measures the temperature of the storage areas, holding trays or bainmaries and individual tray units. Careful documentation of the temperatures of the foods and times of measurement must be kept. The technical assistant supplies the data as tables and a plot of temperature versus time. For quality control purposes, the assistant is directed to use a cross reference of mercury thermometer readings versus probe measurements for ambient temperature. The assistant plots the thermometer readings against the probe readings and reports to the supervisor if the plot shows a slope other than the defined value, for example, 450.
Key Competencies
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.
Collecting, analysing and organising information | Communicating ideas and information | Planning and organising activities | Working with others and in teams | Using mathematical ideas and techniques | Solving problems | Using technology |
Level 2 | Level 1 | Level 1 | Level 1 | Level 2 | Level 2 | Level 1 |