PLAB 1223:
Corequisites
In the event of an emergency or announced campus closure due to a natural disaster or pandemic, it may be necessary for Panola College to move to altered operations. During this time, Panola College may opt to continue delivery of instruction through methods that include, but are not limited to: online learning management system (CANVAS), online conferencing, email messaging, and/or an alternate schedule. It is the responsibility of the student to monitor Panola College's website (www.panola.edu) for instructions about continuing courses remotely, CANVAS for each class for course-specific communication, and Panola College email for important general information.
Regular and punctual attendance of classes and laboratories is required of all students. When a student has been ill or absent from class for approved extracurricular activities, he or she should be allowed, as far as possible, to make up for the missed work. If a student has not actively participated by the census date, they will be dropped by the instructor for non-attendance. This policy applies to courses that are in-person, online, hybrid, and hyflex.
Attendance in online courses is determined by submission of an assignment or participation in an activity. According to federal guidelines, simply logging into a distance learning course without participating in an academic assignment does not constitute attendance. Distance learning is defined as when a majority (more than 50%) of instruction occurs when the instructor and students are in separate physical locations. Students must engage in an academic activity prior to the course census date.
When an instructor feels that a student has been absent to such a degree as to invalidate the learning experience, the instructor may recommend to the Vice President of Instruction that the student be withdrawn from the course. Instructors may seek to withdraw students for non-attendance after they have accumulated the following number of absences:
Fall or spring semesters:
3 or more class meeting times per week - 5 absences
2 class meeting times per week - 3 absences
1 class meeting per week - 2 absences
The student is responsible for seeing that he or she has been officially withdrawn from a class. A student who stops attendance in a class without officially withdrawing from that class will be given a failing grade; consequently, the student must follow official withdrawal procedures in the Admissions/Records Office.
Please note: Health Science and Cosmetology courses may require more stringent attendance policies based on their accreditation agencies. Please see the addendum and/or program handbook for further information concerning attendance.
Panola College welcomes pregnant and parenting students as a part of the student body. This institution is committed to providing support and adaptations for a successful educational experience for pregnant and parenting students. Students experiencing a need for accommodations related to pregnancy or parenting will find a Pregnancy and Parenting Accommodations Request form in the Student Handbook or may request the form from the course instructor.
Broader use of Generative AI permitted within the course.
The use of artificial intelligence (AI) tools, including ChatGPT, is permitted in this course for students who wish to use it. Students must cite AI-generated material that informs their work. Using an AI tool to generate content without proper attribution qualifies as academic dishonesty.
The purpose of this course is to teach and develop the skill of blood collection.
- Demonstrate infection control and safety practices.
- Describe quality assurance as it relates to specimen collection.
- Explain the role of specimen collection in the overall patient care system
- Identify collection equipment, various types of additives used, special precautions necessary, and substances that can interfere in clinical analysis of blood constituents.
- Demonstrate venipuncture and capillary puncture techniques on adults, children, and infants.
- Explain requisitioning, transport and processing.
After studying all materials and resources presented in the course, the student will be able to:
Phlebotomy Essentials, Eighth Edition
Lesson Plan
Chapter 1—Phlebotomy: Past and Present and the Healthcare Setting
Goals of the Lesson:
Cognitive: Students will gain an understanding of the overall context of phlebotomy and the role of a practicing phlebotomist as it relates to historical overview, purposes and procedures, role of the phlebotomist, certification, licensure, continuing education, patient–client interaction, communication skills, healthcare settings, healthcare provider models, healthcare financing, healthcare organizational structures, and clinical laboratory services.
Affective: Students will understand the importance of interaction with the whole person—physical and emotional—and effective communication techniques in a variety of circumstances and environments.
Learning Objectives. Obj. 1 (1a-c, 1b, 1c, 2a-b, 3a-c, 4a-b)
Objective 1-1: Demonstrate basic knowledge of terminology for healthcare settings, including the national healthcare organizations that contributed to the evolution of phlebotomy and the role of the phlebotomist today.
Objective 1-2: Describe the basic concepts of verbal and nonverbal communication as they relate to the professional image and proper communication protocols in the healthcare setting.
Objective 1-3: Compare types of healthcare institutions and the methods used by providers for coverage.
Objective 1-4: List the personnel levels in the clinical analysis areas of the laboratory and the types of laboratory procedures performed in each of the areas.
Chapter 2—Quality Assurance and Legal Issues in Health Care
Goals of the Lesson:
Cognitive: Students will become familiar with national laboratory standards, healthcare accrediting and regulatory agencies, and their quality assurance procedures. Students will be able to define quality assurance and describe effective indicators of such. They will be able to explain the process, thresholds, data, and outcomes related to quality assurance and to define quality control. Students will be able to identify areas of phlebotomy subject to quality assessment and the documentation needed in a quality assurance program. Students will be able to identify risk situations and the proper methods of reporting incidents. They will be able to define and give examples of tort and explain the importance of malpractice insurance, avoiding lawsuits, and obtaining patient consent. Students will also be able to explain the litigation process and cite examples of legal cases involving phlebotomy procedures.
Motor: Students will be able to perform common procedures without incurring excessive risk.
Affective: Students will understand the role of the phlebotomist and other laboratory personnel in providing quality healthcare services under the auspices of national standards and federal regulatory agencies.
Learning Objectives. Obj. 2 (1a-1b, 2a-b, 2-3)
Objective 2-1: Demonstrate basic knowledge of terminology for national organizations, agencies, and regulations that support quality assurance in health care.
Objective 2-2: Define quality and performance improvement measurements as they relate to phlebotomy, and describe the components of a quality assurance (QA) program and identify areas in phlebotomy subject to quality control (QC).
Objective 2-3: Demonstrate knowledge of the legal aspects associated with phlebotomy procedures by defining legal terminology and describing situations that may have legal ramifications.
Chapter 3—Infection Control, Safety, First Aid, and Personal Wellness
Goals of the Lesson:
Cognitive: Students will understand how patients and healthcare workers acquire healthcare-associated infections (HAIs) and be able to identify the steps necessary to prevent them. Students will be able to identify warning labels. They will be able to list and explain isolation and other procedures used to minimize the spread of infection. They will be able to identify safety principles and how to maintain a safe environment for patients and healthcare workers. Students will be able to identify key components of personal wellness and explain how to maintain their own personal wellness.
Motor: Students will be able to properly don and remove protective attire and perform handwashing procedures. They will be able to demonstrate proper handling of an exposure incident and cleanup of spills of biohazardous materials. They will have a working knowledge of laboratory first aid procedures, CPR, and AHA’s chain of survival.
Affective: Students will understand the inherent risk involved when working with all patients in the healthcare environment and will take action to protect themselves, patients, and other individuals from excessive risk for infection and biohazard exposure.
Learning Objectives. Obj. 3 (1a-e, 2a-b, 3, 4, 5, 6)
Objective 3-1: Demonstrate knowledge of terminology, precautions, procedures, practices, and programs related to infection control, and identify associated agencies.
Objective 3-2: Identify key elements of the Occupational Safety and Health Administration Bloodborne Pathogens Standard and the Needlestick Safety and Prevention Act, and identify associated agencies.
Objective 3-3: Identify general laboratory safety rules and safety rules that apply while in patient rooms and other patient areas.
Objective 3-4: Identify hazards, warning symbols, safety rules, and agencies associated with biological, chemical, electrical, fire, and radiation safety, and discuss actions to take if hazardous incidents occur.
Objective 3-5: Recognize symptoms requiring first aid, and list the main points of the American Heart Association (AHA) cardiopulmonary resuscitation and emergency cardiovascular care (ECC) guidelines.
Objective 3-6: Describe the role of personal wellness as it relates to nutrition, rest, exercise, stress management, and back protection.
Chapter 4—Medical Terminology
Goals of the Lesson:
Cognitive: Students will be able to identify elements of medical terms and will be able to determine the meaning of terms, based on understanding of the prefix, root, and suffix. Students will be able to state the meanings of common medical abbreviations and symbols, and will be able to identify items currently on The Joint Commission’s “Do Not Use” list and the list of items for possible future inclusion on the “Do Not Use” list.
Motor: Students will be able to pronounce words correctly.
Affective: Students will gain an appreciation for the importance of proper medical terminology and will be able to communicate effectively with other healthcare professionals and with patients.
Learning Objectives. Obj.4 (1a-b, 2a-c, 3a-b)
Objective 4-1: Identify, define, and use basic word elements individually and within medical terms.
Objective 4-2: Demonstrate proper pronunciation of medical terms and unique plural endings.
Objective 4-3: Use common medical abbreviations and symbols, and explain how items on the “Do Not Use” list can cause problems.
Chapter 5—Human Anatomy and Physiology Review
Goals of the Lesson:
Cognitive: The student will be familiar with the terms (including body positions, planes, directional terms, cavities, and organization) and concepts that relate to the anatomy (structural composition) and physiology (function) of a healthy human being. Included in this understanding will be homeostasis, metabolism, cell structure, body tissue, and nine of the ten commonly recognized body systems. (The 10th, the circulatory system, is covered in Chapter 6.) Finally, the student will know the common disorders and diagnostic tests associated with each body system.
Learning Objectives. Obj. 5 (1a-d, 2a, 3a)
Objective 5-1: Demonstrate basic knowledge of the terminology, functions, and organization of the body.
Objective 5-2: Describe functions, identify components or major structures, and correctly use terminology associated
with each body system.
Objective 5-3: List disorders and diagnostic tests commonly associated with each body system.
Chapter 6—The Circulatory System
Goals of the Lesson:
Cognitive: Students will be able to identify the layers and structures of the heart. They will be able to describe the functions of the heart, including the cardiac cycle, the electrical conduction system, heart sounds and heart rate, cardiac output, pulse, and blood pressure. Students will be able to describe the structures and functions of the vascular system and the flow of blood and lymph through the circulatory and lymphatic systems. Students will be able to identify the major veins of the limbs, including those most commonly used in phlebotomy. They will be able to identify the major components of blood and explain their functions. Students will be able to differentiate serum, plasma, and whole blood in blood specimens. Students will be able to describe coagulation and hemostasis processes.
Motor: Students will be able to identify heart sounds, take blood pressure readings, and identify veins for venipuncture.
Affective: Students will understand the importance of blood groups and the need for compatibility testing. Students will be familiar with the major disorders and diagnostic tests of the circulatory system.
Learning Objectives. Obj. 6 (1a-b, 2a-b, 3a-b, 4, 5a--b, 6)
Objective 6-1: Demonstrate basic knowledge of the terminology, structures, functions, organization, and processes of the circulatory system.
Objective 6-2: Discuss the cardiac cycle, how an ECG tracing relates to it, the origins of heart sounds and pulse rates, and how to take and interpret blood pressure readings.
Objective 6-3: Distinguish between the different types of blood vessels and blood components, and describe the structure and function of each.
Objective 6-4: Name and locate major arm and leg veins and evaluate the suitability of each for venipuncture.
Objective 6-5: Identify blood types and explain their importance, and trace the flow of blood throughout the circulatory system.
Objective 6-6: List the disorders and diagnostic tests of the circulatory system.
Chapter 7—Blood Collection Equipment, Additives, and Order of Draw
Goals of the Lesson:
Cognitive: Students will become familiar with basic blood collection equipment, including blood-drawing stations, phlebotomy chairs, equipment carriers, gloves and glove liners, antiseptics, disinfectants, hand sanitizers, gauze pads/cotton balls, bandages, needle and sharps disposal containers, biohazard bags, slides, vein-locating devices, tourniquets, needles, tubes, evacuated tube systems, syringes, winged infusion sets, and combination systems. Students will be able to identify common color-coded tubes and their additives. They will be able to list the proper order of draw.
Motor: Students will be able to prepare blood collection trays. Students will be able to perform basic blood draws in the
proper tubes.
Affective: Students will understand how to order multiple draws.
Learning Objectives. Obj. 7 (1a-d, 2a, 3a, 4a-b)
Objective 7-1: List, describe, and explain the purpose of the equipment and supplies needed to collect blood specimens by venipuncture, and define associated terms and abbreviations.
Objective 7-2: List and describe evacuated tube system (ETS) and syringe system components, explain how each system works, and tell how to determine which system and components to use.
Objective 7-3: Demonstrate knowledge of the types of blood collection additives, identify the chemical composition of the specific additives within each type, and describe how each additive works.
Objective 7-4: Describe ETS tube stopper color coding used to identify the presence or absence of an additive, connect additives and stopper colors with laboratory departments and tests, and list the order of draw and explain its importance.
Chapter 8—Venipuncture Procedures
Goals of the Lesson:
Cognitive: Students will be able to perform venipuncture on a variety of patients, including infants and children, elders, and incapacitated patients. They will be able to perform venipuncture using ETS, butterfly, and syringe procedures.
Motor: Students will be able to accurately review and accession test requests; approach, identify, and prep patients; collect specimens; and label and transport specimens.
Affective: Students will understand the importance of interaction with the patient and will be able to assess and have an approach for handling difficult situations and patients.
Learning Objectives. Obj. 8 (1a-d, 2a-e, 3, 4)
Objective 8-1: Demonstrate knowledge of each venipuncture step from the time the test request is received until the specimen is delivered to the lab, and define associated terminology.
Objective 8-2: Describe how to perform a venipuncture using evacuated tube system (ETS), syringe, or butterfly needle; list required patient and specimen identification information; describe how to handle patient ID discrepancies; and state the acceptable reasons for inability to collect a specimen.
Objective 8-3: Identify challenges and unique aspects associated with collecting specimens from pediatric and geriatric patients.
Objective 8-4: Describe why a patient would require dialysis and how it is performed, and exhibit an awareness of the type of care provided for long-term care, home care, and hospice patients.
Chapter 9—Preexamination/Preanalytical Considerations
Goals of the Lesson:
Cognitive: Students will be able to identify potential problem situations associated with venipuncture, including physiologic, physical (e.g., medical devices), and anatomic difficulties. Students will be able to identify errors that occur during blood collection and will know the proper procedures for reporting such errors.
Motor: Students will be able to select a venipuncture site appropriately and complete draws on most patients.
Affective: Students will understand the need to properly report procedural errors.
Learning Objectives. Obj. 9 (1a-c, 2a, 3a-b)
Objective 9-1: Demonstrate basic knowledge of the preexamination/preanalytical variables that influence laboratory test results, define associated terminology, and identify the tests most affected by each one variable.
Objective 9-2: Discuss problem areas associated with site selection including various vascular access sites and devices, and explain what to do when they are encountered.
Objective 9-3: Describe how to handle patient complications and conditions pertaining to blood collection, address procedural error risks and specimen quality concerns, and analyze reasons for failure to draw blood.
Chapter 10—Capillary Puncture Equipment, Principles and Procedures
Goals of the Lesson:
Cognitive: Students will be able to correctly select and prepare a skin puncture site and will be able to state the tests that can be performed on skin puncture samples. They will be able to identify capillary puncture equipment needed and state principles related to capillary puncture.
Motor: Students will be able to perform basic skin puncture procedures on adults and infants, including fingersticks, heelsticks, capillary blood gas specimen collection, neonatal bilirubin collection, and newborn/neonatal screening. Students will be able to prepare thick or thin blood smears.
Learning Objectives. Obj. 10 (1a-c, 2, 3, 4a, 5a-b 6)
Objective 10-1: Define and use capillary puncture terminology; identify capillary puncture equipment; and list the order of draw for capillary specimens and describe the theory behind it.
Objective 10-2: Describe capillary specimen composition; identify differences between capillary, arterial, and venous specimen composition and reference values; decide when capillary puncture is indicated; and demonstrate knowledge of site selection criteria.
Objective 10-3: Name tests that cannot be performed on capillary specimens, and explain why.
Objective 10-4: Describe how to collect capillary specimens from adults, infants, and children.
Objective 10-5: Describe specimen collection procedures, and explain the clinical significance of capillary blood gas, neonatal bilirubin, and newborn screening tests.
Objective 10-6: Describe how to prepare both routine and thick blood smears, give reasons why they are sometimes made at the collection site, and identify tests performed on them.
Chapter 11—Special Collections and Point-of-Care Testing
Goals of the Lesson:
Cognitive: Students will be able to explain the principle behind each special collection procedure, identify the steps involved, and correctly use the equipment required to collect specimens for special tests and POCTs.
Motor: Students will be able to perform special collections. Students will be able to perform basic POCTs.
Learning Objectives. Obj. 11 (1, 2a-b, 3a-d, 4a)
Objective 11-1: Describe patient identification and specimen labeling procedures required for blood bank tests and identify the types of specimens typically required.
Objective 11-2: Demonstrate basic knowledge of special collection procedures; define the associated terminology; and understand the importance of special labeling, equipment, collection, timing, and handling of each procedure.
Objective 11-3: Describe sterile technique in blood culture collection, explain why it is important, and list the reasons why a physician might order blood cultures.
Objective 11-4: Define point-of-care testing (POCT), explain the principle behind the POCT examples listed in this chapter, and identify any special equipment required.
Chapter 12—Computers and Specimen Handling and Processing
Goals of the Lesson:
Cognitive: The student will understand the basics of the laboratory information system (LIS) and how computer networks are used in healthcare and laboratory settings, especially regarding how laboratory information systems are used to facilitate specimen testing management. In addition, students will be familiar with specimen-handling and processing procedures and related safety considerations.
Motor: The student will be able to perform basic functions on a computer.
Learning Objectives. Obj. 12 (1a-d, 2, 3a, 4)
Objective 12-1: Demonstrate basic knowledge of the laboratory information system (LIS), and understand the specimen collection workflow process tracked by the LIS.
Objective 12-2: Explain routine and special specimen handling procedures for laboratory specimens, and identify preexamination/preanalytical errors that may occur during collection, labeling, transporting, and processing.
Objective 12-3: Describe the steps involved in processing the different types of specimens, time constraints, and exceptions for delivery, and list the criteria for specimen rejection.
Objective 12-4: Identify OSHArequired protective equipment worn when processing specimens.
Chapter 13—Urine and Other Nonblood Specimens and Tests
Goals of the Lesson:
Cognitive: The student will know about the common non-blood specimens, especially urine, what they can be tested for, and how they should be collected, labeled, and handled.
Motor: The student will be able to perform various urine collection procedures, as well as a throat culture specimen collection.
Affective: The student will be aware of potential patient sensitivity to specimen collection procedures and be able to explain methods of alleviating patient concerns.
Learning Objectives. Obj. 13 (1a-b, 2a-c)
Objective 13-1: Demonstrate knowledge of nonblood specimens and tests, and define associated terminology.
Objective 13-2: Describe collection, labeling, and handling procedures for nonblood specimens.
Chapter 14—Arterial Puncture Procedures
Goals of the Lesson:
Cognitive: Students will be able to correctly select a site for and perform arterial puncture. They will be able to describe arterial blood gas tests, identify personnel who perform arterial puncture, and list the equipment and supplies needed to perform arterial puncture procedures. Students will also be able to identify hazards and complications, sampling errors, and criteria for ABG specimen rejection associated with arterial puncture.
Motor: Students will be able to perform the Allen test and complete arterial punctures on an anatomic model with a pulse.
Affective: Students will understand the advantages and disadvantages of arterial blood draws. They will be able to effectively prepare patients for an arterial puncture procedure.
Learning Objectives. Obj. 14 (1a-d, 2a-b, 3a-c)
Objective 14-1: Demonstrate knowledge of practices, terminology, hazards, and complications related to arterial blood collection, and identify and analyze arterial puncture sites according to site-selection criteria and the advantages and disadvantages of each site.
Objective 14-2: Describe the arterial blood gas (ABG) procedure, including patient assessment and preparation, equipment and supplies, and commonly measured ABG parameters.
Objective 14-3: Perform the modified Allen test; explain how to interpret results and describe what to do based upon the results.
A general description of lecture/discussion topics included in this course are listed in the Learning Objectives / Specific Course Objectives sections of this syllabus.
Students in all sections of this course will be required to do the following:
- Lecture Quizzes
- Lecture Exams
- Lecture Final Exam
- Laboratory Assignments
- Final Venipuncture check-off (by simulation)
The lecture portion of this course is offered in an online format. However, there will be required laboratories as scheduled in the course listing for the semester. Students will be fully responsible with keeping track of all assignments due dates, lab dates and time, as well as being aware of the testing center times for the four mandatory proctored exams.
Students are expected to demonstrate basic competency in reading, writing, oral communication, math have and computer skills. Proficiency will be measured by quizzes, assignments, laboratory assignments and quizzes, three regular examinations and a comprehensive final exam.
The grading scale for this course is as follows:
| Major Exams | 40% |
| Chapter Quizzes | 20% |
| Laboratory Assignments | 25% |
| Comprehensive Final Exam /Final Venipuncture Check-off | 15% |
| Total: | 100% |
Phlebotomy Essentials, 8th Ed.,
Ruth B. McCall, Jones and Bartlett Learning, 2024.
Phlebotomy Essentials, 8th Ed.,
Ruth B. McCall, Jones and Bartlett Learning, 2024.
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- Foundation skills are defined in three areas: basic skills, thinking skills, and personal qualities.
- Basic Skills: A worker must read, write, perform arithmetic and mathematical operations, listen, and speak effectively. These skills include:
- Reading: locate, understand, and interpret written information in prose and in documents such as manuals, graphs, and schedules.
- Writing: communicate thoughts, ideas, information, and messages in writing, and create documents such as letters, directions, manuals, reports, graphs, and flow charts.
- Arithmetic and Mathematical Operations: perform basic computations and approach practical problems by choosing appropriately from a variety of mathematical techniques.
- Listening: receive, attend to, interpret, and respond to verbal messages and other cues.
- Speaking: Organize ideas and communicate orally.
- Thinking Skills: A worker must think creatively, make decisions, solve problems, visualize, know how to learn, and reason effectively. These skills include:
- Creative Thinking: generate new ideas.
- Decision Making: specify goals and constraints, generate alternatives, consider risks, and evaluate and choose the best alternative.
- Problem Solving: recognize problems and devise and implement plan of action.
- Visualize ("Seeing Things in the Mind's Eye"): organize and process symbols, pictures, graphs, objects, and other information.
- Knowing How to Learn: use efficient learning techniques to acquire and apply new knowledge and skills.
- Reasoning: discover a rule or principle underlying the relationship between two or more objects and apply it when solving a problem.
- Personal Qualities: A worker must display responsibility, self-esteem, sociability, self management, integrity, and honesty.
- Responsibility: exert a high level of effort and persevere toward goal attainment.
- Self-Esteem: believe in one's own self-worth and maintain a positive view of oneself.
- Sociability: demonstrate understanding, friendliness, adaptability, empathy, and politeness in group settings.
- Self-Management: assess oneself accurately, set personal goals, monitor progress, and exhibit self-control.
- Integrity and Honesty: choose ethical courses of action.
- Basic Skills: A worker must read, write, perform arithmetic and mathematical operations, listen, and speak effectively. These skills include:
- Workplace competencies are defined in five areas: resources, interpersonal skills, information, systems, and technology.
- Resources: A worker must identify, organize, plan, and allocate resources effectively.
- Time: select goal-relevant activities, rank them, allocate time, and prepare and follow schedules.
- Money: Use or prepare budgets, make forecasts, keep records, and make adjustments to meet objectives.
- Material and Facilities: Acquire, store, allocate, and use materials or space efficiently. Examples: construct a decision timeline chart; use computer software to plan a project; prepare a budget; conduct a cost/benefits analysis; design an RFP process; write a job description; develop a staffing plan.
- Interpersonal Skills: A worker must work with others effectively.
- Participate as a Member of a Team: contribute to group effort.
- Teach Others New Skills.
- Serve Clients/Customers: work to satisfy customer's expectations.
- Exercise Leadership: communicate ideas to justify position, persuade and convince others, responsibly challenge existing procedures and policies.
- Negotiate: work toward agreements involving exchange of resources, resolve divergent interests.
- Work with Diversity: work well with men and women from diverse backgrounds. Examples: collaborate with a group member to solve a problem; work through a group conflict situation, train a colleague; deal with a dissatisfied customer in person; select and use appropriate leadership styles; use effective delegation techniques; conduct an individual or team negotiation; demonstrate an understanding of how people from different cultural backgrounds might behave in various situations.
- Information: A worker must be able to acquire and use information.
- Acquire and Evaluate Information.
- Organize and Maintain Information.
- Interpret and Communicate Information.
- Use Computers to Process Information. Examples: research and collect data from various sources; develop a form to collect data; develop an inventory record-keeping system; produce a report using graphics; make an oral presentation using various media; use on-line computer databases to research a report; use a computer spreadsheet to develop a budget.
- Systems: A worker must understand complex interrelationships.
- Understand Systems: know how social, organizational, and technological systems work and operate effectively with them.
- Monitor and Correct Performance: distinguish trends, predict impacts on system operations, diagnose deviations in systems' performance and correct malfunctions.
- Improve or Design Systems: suggest modifications to existing systems and develop new or alternative systems to improve performance. Examples: draw and interpret an organizational chart; develop a monitoring process; choose a situation needing improvement, break it down, examine it, propose an improvement, and implement it.
- Technology: A worker must be able to work with a variety of technologies.
- Select Technology: choose procedures, tools or equipment including computers and related technologies.
- Apply Technologies to Task: understand overall intent and proper procedures for setup and operation of equipment.
- Maintain and Troubleshoot Equipment: Prevent, identify, or solve problems with equipment, including computers and other technologies. Examples: read equipment descriptions and technical specifications to select equipment to meet needs; set up and assemble appropriate equipment from instructions; read and follow directions for troubleshooting and repairing equipment.
- Resources: A worker must identify, organize, plan, and allocate resources effectively.