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.
This unit of competency describes the work conducted by technical specialists who troubleshoot laboratory and production problems and make recommendations on the basis of these investigations.
Troubleshooting is the process of using technical knowledge and skills to investigate abnormal performance and assay results. This competency includes troubleshooting testing equipment and testing issues related to production processes. In the case of chromatography, for example, these problems may be related to materials, such as laboratory solvents, procedures or equipment components, such as columns, injectors, pumps and detectors.
All operations must comply with relevant standards, appropriate procedures and/or enterprise requirements. At this level a thorough knowledge of both theoretical and practical aspects of laboratory equipment and processes is required.

These procedures may include or have been prepared from
Australian and international standards
Codes of Practice (such as GLP and GMP)
material safety data sheets (MSDSs)
National Measurement Act
standard operating procedures (SOPs)
equipment manuals
equipment start-up, operation and shutdown procedures
calibration and maintenance schedules
quality manuals
enterprise recording and reporting procedures
production and laboratory schedules
material, production and product specifications.

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 troubleshoot testing equipment and testing issues related to production processes to identify causes of problems and recommend corrective action. In particular, the assessor should look to see that the candidate can:

identify causes of faulty or substandard performance
propose adjustments/rectifications/modifications
test results of adjustments/rectifications/modifications
locate, interpret and apply relevant information
maintain relevant workplace records
identify and safely handle products and materials
apply safety precautions appropriate to the task.

Underpinning knowledge

Competency includes the ability to apply and explain:

detailed knowledge of principles and procedures of testing equipment operation
characteristics, capabilities and limitations of testing equipment and its components
troubleshooting procedures for testing equipment
possible effects of matrix and impurities on analytical method
troubleshooting procedures for production processes
regulatory and licensing/testing requirements
mathematical/statistical procedures for evaluation of test data
enterprise requirements for problem investigation and reporting
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.

The following assessment methods are suggested:

completion of a troubleshooting brief or a troubleshooting proficiency test
review of workplace troubleshooting briefs completed by the candidate
feedback from supervisors and/or clients
oral or written questioning to assess underpinning knowledge of equipment operation, troubleshooting procedures and problem solving techniques
simulated equipment failure scenarios.
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:

PMLTEST700B Contribute to development of products and applications
PMLTEST703B Develop or adapt analyses and procedures
PMLTEST702B Contribute to validation of test methods.

Resource implications

Resources may include:

standard laboratory equipped with appropriate equipment, samples, reagents and test methods
laboratory procedures and SOPs.

This competency in practice
Emission spectroscopy is a technique often used by technicians to troubleshoot problems resulting from contamination. For example, a sample of stainless steel that showed signs of corrosion was submitted to a chemical technician for analysis. The technician subjected the sample to a spark and compared the spectra of the composite steel to spectra of a control sample of stainless steel. The technician concluded that the vanadium concentration in the sample was higher than that of the control sample. After double-checking the work, the technician passed the results back to the engineering staff who were able to find the source of error and correct the manufacturing problem.
The immuno-analyser has become non-functional. The senior technical officer notifies the laboratory manager and then checks out the instruction sequence for that assay; checks the diagnostics for the detection unit, and reagent and sample lines; and then runs the diagnostic check program provided by the company. The officer concludes that the fault is due to instrument failure.

A food company received a large number of customer complaints regarding the taste of its flavoured yoghurt product. The technician asked their sales representative to collect samples of the product from sales outlets while she/he collected retained reference samples with the same batch number/expiry date for examination. The technician developed a strategy for troubleshooting the production process and followed the following steps:

Analysis of the returned product and reference samples indicated that the sugar concentration was above specification in both, suggesting that an error occurred during manufacturing or packaging.
Examination of batching sheets with the appropriate product code indicated that the correct formula and quantities of raw materials were used.
Retention samples were re-analysed and indicated that all were within specification.
Discussions with operators did not uncover any cause for the defect.
Observation of the process indicated that a non-standard batching drum was being used.
Discussions with the operator revealed that the tared standard drum used for weighing raw materials had been damaged and a lighter non-standard drum was being used with the original tare weight.
Analysis of the sugar content in the yoghurt indicated that the increased sugar content was due to the incorrect tare weight.

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)