LMGT MIDTERMS 4.
EMPLOYEE RESEARCH AND STANDARDS
WEEK 7: HUMAN RESOURCES; THEORIES OF
MOTIVATION; LEADERSHIP
PERSONNEL MANAGEMENT
 It is the phase of management concerned with
the engagement and effective utilization of
manpower to obtain optimum efficiency of
human resources.
 Also known as Personnel Administration It is the
effective recruitment, selection, placement,
development, maintenance, and utilization of
the manpower resources of an organization.
PERSONNEL PROGRAM
 It is consisting of series of activities intended to
carry out the personnel policies of the
laboratory for the purpose or realizing
objectives of the organization
1. Employment
2. Safety
3. Employee Relations
4. Employee Research and Standards
5. Employee Services
 A good personnel program covers the following
activities of personnel management
1. EMPLOYMENT
 recruitment, interviewing, testing,
induction, placement, transfer,
merit, rating, promotion, training,
counseling and separation of
employees
2. SAFETY
 provisions for safety standard,
mechanical safeguards, accident
investigation, safety rules, and
safety records and statistics
3. EMPLOYEE RELATIONS
 matters related to collective
bargaining, wage and salary
administration, grievance system,
medical and dental services, labor
management relations and morale
studies.
 job analysis, job description, job
evaluation, job grading wage
analysis, organization planning and
employee manuals.
5. EMPLOYEE SERVICES
 recreational plans, insurance plans,
profit sharing plans and
miscellaneous services.
PERSONNEL POLICY
 It is the statement of intention that commits
the laboratory manager to a general course of
action in order to accomplish a specific purpose.
 There are ten (10) areas normally considered by
personnel policies
 It is necessary in an organization because
management cannot deal with each employee
solely as an individual.
1. Recruitment, selection and planning
2. Employee induction and training
3. Employee rating and promotion
4. Transfer, downgrading and lay-off
5. Disciplining and Discharge
6. Salary and Wage administration
7. Changes in work assignment and hours
8. Services for employees.
9. Employee’s health and safety
10. employees’ participation and work
problems
SOURCE OF LABOR
 INTERNAL SOURCES
 are the employees actively working
in the laboratory.
 When a vacancy exists, employees
are transferred or promoted. The
use of internal sources of labor may
encourage employee development
and improve the morale of
employees.
 EXTERNAL SOURCES
 include person who apply in person,
who answer advertisement and
who are recommended by schools.
  The use of external sources of labor 2.1 Physiological needs - these are hunger for
could challenge present employees food, sexual gratification, and shelter.
to improve the qualifications 2.2 Safety needs - these are needs for
protection against danger and threats.
THEORIES OF MOTIVATION Expressions of safety needs are seen in
MOTIVATION - is a general term applying to drives,
preferences for job security, insurance, etc.
desires, needs and wishes of an individual in order to
2.3 Love needs - these are needs for love,
perform.
affection and belongingness.
1. Herzberg’ Motivation-Hygiene Theory 2.4 Esteem needs - these are needs for self-
2. Maslow’s Theory respect, and for the esteem of others.
3. McGregors’s Theory 2.5 Need for self-actualization - self fulfillment
4. McClelland’s Achievement Model
5. Aldefer’s ERG Theory 3. McCREGORS’S THEORY
6. Vroom’s Expectancy Theory  based on the work of Maslow, McGregor
7. Adam’s Equity Theory has described two extreme management
8. Skinner’s Reinforcement Theory styles, Theory X and Y

It involves a chain reaction – starting out with felt needs, THEORY X THEORY Y
resulting in wants or goals sought which gives rise to People hate to work; that People don’t have to be
tensions (that is unfulfilled desires), then causing action they need to be driven forced or threatened to
work
toward achieving goals and finally satisfying wants.
Threatened or punished to Work is considered as
achieved organizational natural as rest or play
1. HERZBERG’ MOTIVATION-HYGIENE THEORY
goals
 composed of Extrinsic Factors or Hygiene
They lack ambition and They will commit
Factors and Intrinsic Factors or Motivation want only security themselves to the external
Factors organization
People hate to work; that People want responsibility
EXTRINSIC FACTORS OR INTRINSIC FACTORS OR they need to be driven
HYGIENE FACTORS MOTIVATION FACTORS Threatened or punished to
Pay or Salary increases Achievement completing achieve organizational
important task goals
successfully They lack ambition and
Technical supervision or Recognition (being single want only security
having a competent out or praise)
superior
The human relations Recognition (being single 4. McCLELLAND’S ACHIEVEMENT MODEL
out or praise)  This ties the strength of behavioral motives
Organization Policy and Advancement (changing
to the individual’s assessment of the
Administration status through promotion)
likelihood of achieving a specific goal. This
Working Condition or
Physical Surrounding theory needs the ff. work related needs:
Job Security o Achievement needs – job and
career success
o Power needs – control and
2. MASLOW’S THEORY influence
 Dr. Abraham M. Maslow postulated five o Affiliation needs – warm, friendly
basics need which are organized into relationships
successive levels. Unfulfilled needs drive a  This further proposes that even though
person to work. there are definite needs that provide
 explanations for behavior, the strength of a o Law of Effect – proposed by E.L.
specific motive is directly linked to the Thorndike which states that we act
opportunities offered by the situation in response to expected
consequences
5. ALDEFER’S ERG THEORY o Stimulus – an event that leads or
 Existence need; physiologic needs influences to a response
 Relatedness needs; interpersonal o Response – Behavior that results
relationship, acceptance and belonging from a stimulus
 Growth needs; creativity, challenge and o Reinforcement – consequence of
personal growth on the job an action or response
o Behavior motivation – the
6. VROOM’S EXPECTANCY THEORY application of practice of
 This motivation theory holds that: Effort will reinforcement
bring rewards
 This theory conclude that people make a ORGANIZATIONAL FACTORS THAT INFLUENCE
LEADERSHIP SUCCESS
choice between alternative courses of
action according to how they perceived the
INTERNAL FACTORS EXTERNAL FACTORS
resulting benefits
Leadership Customers/Clients
 Variables influence the selection decision:
Employees Economy
o Expectancy – the belief that effort
brings performance and
performance leads to rewards 1. INTERNAL FACTOR: LEADERSHIP
o Outcome – the perceived  Leadership refers to the people in your
expectancy that the outcome from organization that make all the major
the effort (reward) will actually be decisions regarding financing, budget, sales,
realized marketing, and human resources.
o Instrumentality – the degree of  Organizations with strong leadership have a
faith clear vision for the future, a plan of how to
o Valance – the value placed on the achieve their goals and a quantifiable way
available reward of measuring success.
o Choices – a quantified model called  Developed the kind of management
VIE equation structure that enables employees to feel
empowered, while also meeting production
7. ADAM’S EQUITY THEORY and sales goals.
 This theory holds that they are perceived in 2. INTERNAL FACTOR: EMPLOYEES
their work situation, especially compared  Motivate workers that understand
with people in similar positions. Key management’s expectations and are given
concepts include comparison and the tools, training, support, and
perception encouragement to not only meet those
expectations but to exceed them.
8. SKINNER’S REINFORCEMENT THEORY  Managers must ensure that they are in
 B. F. Skinner’s theory of motivation is based constant communication with employees
on the observation that we tend to behave and that any problems or dissatisfaction
to the way we are treated within the rank-and-file is handled in a
 COMPONENTS: timely manner.
  When employees feel valued and rewarded,
they will go above and beyond to maintain
a high organizational standard.
3. EXTERNAL FACTOR: CUSTOMERS / CLIENTS
 Customers satisfaction to the product and
services
4. EXTERNAL FACTOR: ECONOMY
 Business owners can’t control the economy,
but they must respond to indicators that
trend upward or downward, then adjust
their own operations accordingly
attention to assigning particular tasks,
specifying and clarifying what is expected of
subordinates and the uniformity of the
procedures to be followed and personally
deciding what and how work will be done.
4. CONSIDERATION STYLE – shown by managers’
effort to explain their action, treat workers as
equal, listen to subordinates’ concerns, look out
for their personal welfare, give advance notice
of changes and generally, friendly and
approachable

ORGANIZATIONAL CULTURE
 It is comprised of behaviors, values and beliefs.
The behavior of employees is evident through
observation. Factors such as work areas, tools
that employees need to perform their job
functions and tasks and responsibilities that
supervisors assign to employees affect
employee behavior.

LEADERSHIP MODELS
1. EXPLOITATIVE AND AUTHORITATIVE
 views the workers as tools and means of
production without no further obligation to
them.
2. BENEVOLENT AND AUTHORITATIVE
 know-how feeling for the best for the
employees and need only inform and direct
their actions without seeking any feedback.
3. CONSULTATIVE
 know-how feeling for the best for the
employees and need only inform and direct
their actions without seeking any feedback.
4. PARTICIPATIVE
 the input and responsibility for decision
making process are laced directly on the
staff with only general guidance and
oversight from the management. This
involves the “Team Approach.”

PRINCIPLES OF LEADERSHIP
1. EMPLOYEE ORIENTED – where managers had
strong ties rather that in production work.
2. PRODUCT ORIENTED – emphasize the high
productivity at the expense of all other factors.
3. STRUCTURE STYLE – where the manager directs
the staff toward getting the work done; paying
 WEEK 8: MANAGEMENT OF WORK GROUPS  People express feelings & ideas

BENEFITS OF GROUP WORK

MANAGEMENT OF WORK GROUP  BUILD ESSENTIAL SKILLS
 Group - two or more people with common  Communication
interests, objectives, and continuing interaction  Conflict management
 Team - is a unit of two or more people who  Problem solving
interact and coordinate their work to  Project management
accomplish a specific goal.  Can finish task within the allotted time or
 Work Team - a group of people with earlier
complementary skills who are committed to a
common mission, performance goals, and FACTORS INFLUENCING GROUP WORKING
approach for which they hold themselves  Group composition.
mutually accountable  Group cohesiveness.
 Group communications.
DIFFERENCES BETWEEN GROUPS AND TEAMS  Group organization.

GROUP TEAM
1. GROUP COMPOSITION
Has a designated strong Discuss, decides, delegates
 Group composed of members who share
leader work to individuals
Holds individuals Holds team accountable to the same motivation can be problematic
accountable each other o Task – oriented – everyone wants
Holds individuals Sets specific team vision or to do their own thing;
accountable purpose o Self – oriented – everyone wants to
Has individual work Has collective work be the boss;
products products o Interaction – oriented – too much
Runs efficient meetings Runs meetings that
chatting, not enough work.
encourage open-ended
discussion and problem  An effective group has a balance of all types.
solving  This can be difficult to achieve software
Measures effectiveness Measures effectiveness engineers are often task-oriented.
indirectly by influence on directly by assessing  Interaction-oriented people are very
business (such as financial collective work important as they can detect and defuse
performance) tensions that arise
Discuss, decides, delegates Discusses, decides, shares
2. GROUP BEHAVIOR
work to individuals work
 Encouraging others towards the group goals
 Enable effective internal communications
MANAGING GROUPS  Maintaining group discipline, ethics
 Group interaction is a key determinant of group  Harmonizing – reducing tension and
performance. building team spirit
 Flexibility in group composition is limited -  Problem solving –listening to others
Managers must do the best they can with
available people.

CHARACTERISTIC OF WELL-FUNCTIONG EFFECTIVE

GROUP
 Relaxed, comfortable, informal atmosphere
 Task well understood & accepted
 Members listen well & participate
TYPES OF TEAMS  Norming
 Formal teams are created by the organization as  beginning to develop mutual trust and
part of the formal organization structure. effective ways of working
 Establishment of order and cohesion
VERTICAL TEAM HORIZONTAL TEAM
 Leader: Helps clarify team roles, norms,
composed of a manager composed of employees
and his or her from about the same values
subordinates in the formal hierarchical level but from  Performing
chain of command. different areas of  when effective work patterns are
Sometimes called a expertise. producing the required results
functional team or a  Cooperation, problem solving
command team, includes a drawn from several
 Leader: Facilitates task accomplishment
single department in an departments, is given a
organization. specific task, and may be  Adjourning
disbanded after the task is  Task completion
The third-shift nursing completed. Horizontal  Leaders: Brings closure, signifies completion
team on the second floor teams include cross-
of St. Anne’s Hospital is a functional teams, TEAM DEVELOPMENT
vertical team that includes committees, and special  FORMING
nurses and a supervisor. A purpose teams.  The forming stage of development is a
financial analysis period of orientation and getting
department, a quality acquainted.
control department, an
 Members break the ice and test one
accounting department,
and a human resource another for friendship possibilities and
department are all vertical task orientation.
or command teams  Uncertainty is high during this stage,
and members usually accept whatever
Each is created by the power or authority is offered by either
organization to attain
formal or informal leaders.
specific goals through
members’ joint activities  During this initial stage, members are
and interactions. concerned about such things as “What
is expected of me” “What behavior is
acceptable?” “Will I fi it in?”
STAGES OF TEAM / GROUP DEVELOPMENT  During the forming stage, the team
 Forming leader should provide time for
 when the group begins to discuss the members to get acquainted with one
task(s) and orientate towards a work another and encourage them to engage
plan in informal social discussions.
 Orientation, break the ice
 STORMING
 Leader: Facilitates social interchanges
 During the storming stage, individual
 Storming personalities emerge.
 conflicts and tensions emerge when  People become more assertive in
there are different working styles, clarifying their roles and what is
differing expectations and different expected of them.
work ethics  This stage is marked by conflict and
 Conflict, disagreement disagreement. People may disagree
 Leader: Encourages participation, over their perceptions of the team’s
surfaces differences goals or how to achieve them.
  Members may jockey for position, and
coalitions or subgroups based on
common interests may form.
 Unless teams can successfully move
beyond this stage, they may get bogged
down and never achieve high
performance.
 During the storming stage, the team
leader should encourage participation
by each team member.
 Members should propose ideas,
disagree with one another, and work
through the uncertainties and
conflicting perceptions about team
tasks and goals.
 NORMING
 During the norming stage, conflict is
resolved, and team harmony and unity
emerge.
 Consensus develops on who has the
power, who are the leaders, and
members’ roles. Members come to
accept and understand one another.
 Differences are resolved, and members
develop a sense of team cohesion.
 During the norming stage, the team
leader should emphasize unity within
the team and help to clarify team
norms and values.
 PERFORMING
 During the performing stage, the major
emphasis is on problem solving and
accomplishing the assigned task.
 Members are committed to the team’s
mission.
 They are coordinated with one another
and handle disagreements in a mature
way.
 They confront and resolve problems in
the interest of task accomplishment.
 They interact frequently and direct their
discussions and influence toward
achieving team goals.
 During this stage, the leader should
concentrate on managing high task
performance
 Adjourning
 The adjourning stage occurs in committees and
teams that have a limited task to perform and
are disbanded afterward.
 During this stage, the emphasis is on wrapping
up and gearing down.
 Task performance is no longer a top priority.
 Members may feel heightened emotionality,
strong cohesiveness, and depression or regret
over the team’s disbandment.
 At this point, the leader may wish to signify the
team’s disbanding with a ritual or ceremony,
perhaps giving out plaques and awards to
signify closure and completeness.
STAGES OF GROUP DEVELOPMENT
FORMING Team acquaints and
establishes ground rules.
Formalities are preserved
and members are treated
as strangers
STORMING members start to
communicate their
feelings but still view
themselves as individuals
rather than part of the
team. They resist control
by group leaders and show
hostility
NORMING people feel part of the
team and realize that they
can achieve work if they
accept other viewpoints
PERFORMING the team works in an open
and trusting atmosphere
where flexibility is the key
and hierarchy is little
importance
ADJOURNING the team conducts an
assessment of the year
and implements a plan for
transitioning roles and
recognizing members
contributions
PEOPLE RELATED PROCESS RELATED
PROBLEMS PROBLEMS
Members who dominate No agreed ground rules
Members who don’t No agendas for meetings
contribute
Talking not listening No specific roles or tasks
Ideas dismissed or No set deadlines
ridiculed
No-one initiating No chairperson for
discussion meetings
Members isolated or Meetings start and/or run
ignored late
Lack of leadership No meeting records kept
Uncommitted, unreliable No review of progress
members
 WEEK 9: STAFFING AND SCHEDULING
 According to Healthcare Finance News “Labor
costs continue to be hospitals’ biggest expense”
This statement includes the clinical laboratory,
where human resources account for 42% of the
laboratory budget.
 The education and experience required of the
staff as well as staff scheduling models can
optimize laboratory operations.
 Failure to recognize the impact of staffing and
scheduling might diminish services provided
and negatively affect the operating budget.
 Laboratory managers must understand the
current and future dynamics that influence staff
availability and must be aware of scheduling
opportunities to provide efficient and effective
laboratory operations.
JOB STAFFING
 Staffing is the process of hiring eligible
candidates in the organization or company for
specific positions.
 Elements within the laboratory that should be
addressed:
1. Test Mix
2. Hours of Operation
3. Supervision
4. Service Level
5. Service Supported
6. Productivity Levels
THE STAFFING PROCESS
 Setting of a long-term goals and objective for
the number and types of personnel needed to
meet the labor requirements of the laboratory.
 Finding the “right fit” based on education,
specific technical skills, and experience is critical
1. TEST MIX – Moderately and highly complex tests,
requires a different group of technical staff than a
laboratory performing mostly routine testing on
automated analyzers. Specialty areas in
microbiology, surgical pathology or cytology, and
blood bank require different staff
2. Hours of Operation – A full-service laboratory
supporting an ER and/or intensive care units
requires a different pattern than an outpatient
laboratory or POL providing services Monday to
Friday for one shift. Staff must be available to
support the emergency room and critical care units,
at least for those tests that must be available as
STAT tests at all times
3. Supervision – the need for supervising
technologists in addition to technicians on off shifts,
weekends, and holidays
4. Service levels – Turnaround time, phlebotomy,
results re- porting, and sequential testing are all
variables to consider when staffing the laboratory.
A full-service laboratory performing tests for the ER
will re- quire testing personnel 24 hours/day to
perform a STAT test menu with turnaround times
within minutes.
5. Services supported. Laboratories that support level
1 trauma centers, transplant programs,
cardiovascular surgical programs, and clinics, to
name a few, could have different minimum staffing
requirements than a general acute-care suburban
facility.
6. Productivity levels. For example, if the amount of
time available to work is used as maximum
opportunity, then the 8-hour day is actually 7 hours
(assuming 1 hour for lunch and breaks). 100%
productivity of available work time is 87% of total
worked time.
JOB DESIGN
 also referred to as work design or task design
 Job design refers to the way that a set of tasks,
or an entire job, is organized. Job design helps
to determine:
1. what tasks are done
2. how the tasks are done
3. how many tasks are done
4. and in what order the tasks are done
 Job Design is the process of deciding on the
contents of a job in terms of its duties and
responsibilities, on the methods to be used in
carrying out the job, in terms of techniques,
systems and procedures, and on the
relationships that should exist between the job
holder and his superior subordinates and
colleagues
 Job Design → a core function of human
resource management and it is related to the
 specification of contents methods and JOB DESIGN DECISIONS
relationship of jobs in order to satisfy  Ultimate job structure
technological and organizational requirements
who Mental and physical
as well as the social and personal requirements
characteristics of the
of the job holder or the employee. workforce
what Tasks to be performed
JOB DESIGN: CRITICAL PSYCHOLOGICAL STATE
where Geographic locale of the
 The five core job dimensions listed above result
organization; location of
in three different psychological states. work areas
 Experienced meaningfulness of the work: The when Time of day; time of
extent to which people believe that their job is occurrence in the
meaningful, and that their work is valued and workflow
appreciated (comes from core dimensions 1-3). why Organizational rationale
 Experienced responsibility for the outcomes of for the job; objectivation
and motivation of the
work: The extent to which people feel
worker
accountable for the results of their work, and how Method of performance
for the outcomes they have produced (comes and motivation
from core dimension 4).
 Knowledge of the actual results of the work
activity: The extent to which people know how JOB DESIGN: TWO FACTOR THEORY (FREDERICK
HERZBERG’S)
well they are doing (comes from core dimension
 Employees of a work environment therefore are
5).
motivated and dissatisfied by two sets of
TECHNIQUES OF JOB DESIGN factors:
 Job rotation - is a job design process by which  Hygiene Factors (e.g., salary, clean working
employee roles are rotated in order to promote environment); these do not contribute to
flexibility and tenure in the working motivation, but their absence can lead to
environment. dissatisfaction.
 Job enlargement - as the process of  Motivational Factors (e.g., opportunity for
allowing individual workers to determine meaningful work, sense of importance); these
their own pace (within limits), to serve as contribute to one's intrinsic motivation to work
their own inspectors by giving them in an environment.
responsibility for quality control, to repair
JOB CHARACTERISTICS MODEL: HOW TO MAKE JOBS
their own mistakes, to be responsible for
MORE MOTIVATING
their own machine set-up and repair, and to
 SKILL VARIETY
attain choice of method.
 The extent to which a job requires a
 Job enrichment - increases the employees’ variety of skills to carry out the tasks
autonomy over the planning and execution involved.
of their own work, leading to self-assigned  This refers to the range of skills and
responsibility activities necessary to complete the job.
 TASK IDENTITY
 The degree to which a job requires
completing a "whole" piece of work
from beginning to end (e.g., building an
entire component or resolving a
customer's complaint).
  This dimension measures the degree to  Job descriptions should:
which the job requires completion of a  lay out all activities and tasks that
whole and identifiable piece of work. should be performed;
 TASK SIGNIFICANCE  specify responsibilities for conducting
 The extent to which the job has an testing and implementing the quality
important impact on the lives of other system (policies and activities);
people. –  reflect the employee’s background and
 This looks at the impact and influence training;
of a job  be kept current and be available for all
 AUTOMONOMY people working in the laboratory.
 The degree to which the job allows an  Job description Criteria
individual to make decisions about the
way the work will be carried out. criteria attributes
Regulatory State or federal laws
 This describes the amount of individual
mandate qualifications
choice and discretion involved in a job. and may require
 FEEDBACK licensure of some
 The extent to which a person receives laboratory personnel.
clear information about performance Often denotes specific
effectiveness from the work itself. scope of practice
 This dimension measures the amount of Certification Voluntary action that
declares that the
information an employee receives
individual has passed
about his or her performance, and the and accredited
extent to which he or she can see the examination indicating
impact of the work that they possess at
least entry-level
JOB DESCRIPTION knowledge of the job
 Or JD is a written narrative that describes the Education Educational
general tasks, or other related duties, and requirements related to
responsibilities of a position. academic degrees
 Job descriptions should be competency based and/or specific course
work
and reflect any skills needed.
Training On-the-job training that
 There are five key sections common to most job is directly related to the
descriptions: position
 Job title Experience The number of years of
 Minimum qualifications and desired experience that is
worker skills preferred and/or
 Job duties required
Physical demands Any specific physical
 Responsibilities and accountability
requirements (such as
 Job relationships color recognition,
 Job Description - Job descriptions should be standing, walking, etc.)
competency based and reflect any skills needed. related to the job
The requirements for each staff position may Skills, abilities, Special individual skills
vary depending on the size of the laboratory knowledge base such as speaking a
second language, writing
and complexity of testing services offered.
skills, communication or
presentation skills
Work environment Where the major
 amount of work is to be
performed (clinical lab,
nursing home, satellite
labs, home draws, etc.)
ESSENTIAL FUNCTIONS
MEDICAL TECHNOLOGIST/MEDICAL LABORATORY
 Under general supervision of a Pathologist and
TECHNICIAN – HILO MEDICAL CENTER/CORE
other supervision, and in accordance with
 The Medical Technologist (MT), also known as
Company policies, procedures and guidelines,
the Medical Laboratory Scientist (MLS),
this position:
performs routine and complex analytical tests
on human body fluids and tissues to provide
accurate data to the health care team for
optimal diagnosis, treatment and monitoring of
disease states. The MT/MLS is capable of
performing all of the tests in a single section or
most of the tests in all clinical laboratory
sections: bacteriology, immunohematology,
chemistry, hematology, parasitology, serology
and urinalysis.
QUALIFICATIONS
 Bachelor degree in medical technology or
related science from an accredited program
 Current and active certification from the
American Society of Clinical Pathologists (ASCP)
as a medical laboratory scientist (MLS) formerly
known as MT/CLS or American Medical
Technologists as Medical Laboratory Technician
or MLT (AMT)
 Valid and current State of Hawaii license as a
Medical Technologist
 Basic computer knowledge (Word and Excel)
and skills in lab information systems is desirable
 Previous specialized experience in microbiology
and blood banking is preferred for MT assigned
to specific departments
 For hospital settings, additional requirements
may apply and change without notice, including
but not limited to, criminal background check,
health clearance and hospital compliance
training
 Successfully pass Company pre-employment
drug test and periodic and random thereafter
 Demonstrated and proven ability/experience in
accomplishments in all of our five core values:
 Shine
 Team
 Accurate
 Respect
 Standardize
 Performs routine laboratory test
procedures as outlined in the
laboratory standard operating
procedure manuals and reports test
results. Adheres to quality assurance
and quality control procedures in
performing all testing
 Correlates clinical information and/or
previous lab results and reports
discrepancies to Medical Technologist,
Sr. or supervisors. Consults with
superiors or pathologist when no preset
criteria for decision-making is available
before taking action
 Collects and directs the collection of
specimens with rigid attention to
proper patient identification, priority
status and hospital and laboratory
safety and infection control policies for
clinical testing
 Maintains and operates lab equipment;
able to detect malfunctions as they
occur by review of instruments results.
Troubleshoots the problem with
technologist or service representative
assistance
 Ensures appropriate lab supplies are
always on hand in their assigned area or
department
 May be rotated to other lab locations or
shifts as necessary
 Trains or instructs laboratory personnel
in performance of lab tests and
procedures where assigned
 Participates in developmental work on
new tests
 Participates in established TQM
activities, QC testing of lab reagents and
maintenance of equipment. Follows
protocol for running and documenting
control values. Collects, evaluates, and
reports quality management data in
order to monitor and improve
laboratory performance
 Attends and participates in continuing
education programs to monitor
proficiency, expand current knowledge
and enhance professional excellence.
Willingly shares knowledge and
provides clinical orientation to other
members of the staff
 Trains students from affiliated
programs or new employees as
assigned
 Works closely with all laboratory
personnel to ensure timely client
service and accurate test results
 Participates in Job Competency/Skills
Check program
 Maintains open communication with
supervisors, pathologists, and fellow
employees to ensure optimal operation
of the department. Communicates
pertinent information to other
members of the health care team in a
clinically relevant time frame to
enhance the lab's contribution to
patient care
 Delivers age-appropriate care for the
patient population. Maintains strict
confidentiality in all situations and with
all documentation
 May be rotated to other lab locations or
shifts as necessary
 Writes and updates laboratory
procedures under supervision as
required.
 Adheres to safety, confidentiality,
compliance and legal requirements
 Maintains consistent and reliable
attendance and complies with company
guidelines on attendance
 Performs all other duties as assigned
PHYSICAL CAPABILITIES
 Occasional carrying, pushing, and pulling of
objects; and lifting of up to 50 lbs may be
required
 Occasional reaching, stooping, bending,
kneeling, crouching
 Must be able to hear, see, and respond
adequately
 Frequent prolonged standing, walking, sitting,
and bending over
 Use of hands and fingers
WORKING ENVIRONMENT
 Air-conditioned laboratory environment
 Frequent exposure to video display terminals
 Frequent contact with water (hand washing and
cleaning), biohazardous body fluids, and
occasional hazardous chemicals
 Sufficient noise and interruptions to cause
distraction
 May be asked to work extended hours and
different shifts to provide coverage
SKILLS / ABILITITIES / COMPENTENCIES
 Perceive pertinent details and verbal or tabular
material
 Ability to see things from the
customer's/patient's point of view and respond
in a timely appropriate and courteous manner
 Handle emergency or crisis situations with
calmness and professionalism
 Ability to work effectively with others and
promotes positive working relationships
 Perform arithmetic operations quickly and
accurately
 Understand meaning of words, ideas associated
with them and their effective use
 Understand instructions, reason, and make
judgments
 Effective oral and written communication skills,
excellent organizational and interpersonal skills,
and computer literacy required
 CUSTOMER-FOCUSED: Aware of customer
needs; makes decisions with customers in mind;
builds strong customer relationships.
  COMMUNICATOR: Proactively conveys a clear, JOB SPECIFICATION
convincing, and timely message; possesses  is an analysis of the kind of person it takes to do
strong verbal, written, and presentation skills. the job, that is to say, it lists the qualifications.
 PROBLEM SOLVER: Uses data and logic to  Specific job duties must be identified to ensure
quickly find solutions to difficult challenges. that the incumbent understands what he or she
 COLLABORATIVE: Works effectively with others is to do. For example, assigning nontechnical
to accomplish goals. duties to a clinical laboratory scientist as
 TECHNICALLY COMPETENT: Possesses and punishment for poor job performance (such as
maintains the functional and technical washing glassware, mopping floors, or trash
knowledge and skills to successfully perform a removal) may be considered working out of title
job and possibly discriminatory.
 RESULTS DRIVEN: Achievement-oriented;
GENERALIST VERSUS SPECIALIST
achieves and exceeds goals; pushes self and
others for results.
 ANALYTICAL: Logical, systematic, and GENERALIST VERSUS SPECIALIST STAFFING MODELS
methodical in working through a plan or MODEL PROS CONS
problem; provides solid research on which to Generalist Staffing Increased
flexibility resource
base decisions; establishes process for workflow.
Entry level allocation to
 RESOURCEFUL: Knows how to get what is opportunities maintain and
needed; manages time and workloads for Breadth of document staff
maximum efficiency. knowledge competency
 QUALITY CONSCIOUS: Delivers accuracy and Entry level, as
precision in work products; mindful of technical staff gain
experience in
requirements, rules, and standards.
tenure
 TIME-WISE: Prioritizes; respects others' time; Lack of depth
adheres to schedules and agendas. Specialist Depth of Narrow base of
knowledge experience
Scheduled Weekly Hours: 40 Career ladder Limited flexibility
Work Shift opportunity in scheduling
Company Clinical Laboratories of
Hawaii, LLP 40hrs/wk
Primary Shift: Days Table 1-4 Differences in Technologist (CLS/MT) and
 Sonic Healthcare USA provides equal Technician (CLT/MLT) Duties
employment opportunities to all employees and Medical Medical
applicants for employment and prohibits Technologist/Cl Technologist/Clinic
discrimination and harassment of any type inical Laboratory al Laboratory
Scientist Technician
without regard to race, color, religion, age, sex,
(CLS/MT) (CLT/MLT
national origin, disability status, genetics,
Education Minimum of Associate’s (2-
protected veteran status, sexual orientation, bachelor’s year) degree
gender identity or expression, or any other degree
characteristic protected by federal, state or Duties Clinical Clinical laboratory
local laws. laboratory technicians
 This policy applies to all terms and conditions of technologists perform less-
may evaluate complex tests and
employment, including recruiting, hiring,
test results, laboratory
placement, promotion, termination, layoff, develop and procedures than
recall, transfer, leaves of absence, modify do technologists.
compensation and training. procedures, and Usually these are
 establish and repetitive in Specialization Categorical Not available for
monitor nature and do not specialization is technician-level
programs, tooften call for available; theses medical laboratory
ensure the subjective require a personnel;
accuracy ofinterpretation. master’s degree requires MT
tests. In many Technicians often in most certification; often
laboratories, prepare instances a master’s degree
technologist be specimens or Complexity Perform tests of Depends on
available foroperate moderate – and facility; most
technicians to automated high – technicians do not
report analyzers with complexity (CLIA perform high-
independent detailed rules) complexity tests
test results. instructions Supervisory Departments Technicians are
provided. Role supervised by not assigned
Technicians may MTs or CLSs supervisory roles
perform manual in an official
tests in capacity
accordance with
detailed
instructions. They REGISTERED MEDICAL TECHNOLOGIST
most often work
with supervision
by medical and QUALIFICATIONS:
clinical laboratory  HIV and Drug test Proficiency Certificate is an
technologists. Just advantage.
as technologists  Education: Bachelor of Science in Medical
do, clinical
Technology or equivalent.
laboratory
technologists do,  Work Experience: at least 1 year(s) of working
clinical laboratory experience in related field is required for this
or may specialize position.
in one area.  Skills: Phlebotomy, Lab. processes, Basic
Certification Certification is Certification is computer knowledge, Basic Laboratory
provided by a provided by a
 Training: Internship/Externship, *drug test
number of number of
analyst, *HIV proficient* optional
agencies (e.g., agencies (e.g.,
AMT, ASCP, AMT, ASCP, AAB)  Personality traits: Pleasant, Eager to learn
AAB)  Age: 21 – 35 years old only
Teaching Accreditors of Technicians are  Gender: Male/Female
educational not qualified to  Fresh graduates are welcome to apply
programs teach the
require academic portions JOB DESCRIPTION JOB SPECIFICATION
instructors who of medical Job Title Qualifications
are laboratory Job Location Experience
technologists/la programs by Job Summary Training
boratory accrediting Reporting to Skills
scientists. Some agencies for
Working Conditions Responsibilities
agencies require educational
Job Duties Emotional Characteristics
a minimum of a programs.
Machines to be Used Sensory Demands
master’s degree
Hazards
for a program
director and for
teaching.
STAFF SCHEDULING
 Matching the people in the lab with the current
workload requirements
 Functions: creates an order and a flow inside
the lab Everyone knows when they’re supposed
to work, which allows them to focus on their
job. ensures the important tasks are covered at
appropriate times
JOB SCHEDULING
 Matching the people in the lab with the current
workload requirements
 To schedule staff effectively, the laboratory
manager must understand the following:
1. needs of the laboratory
2. hours of operation
3. the staff required versus the needs of the
employees
 When the laboratory manager can include
employees in the scheduling process, individual
needs can be considered, as long as business
needs are met.
 The percentage of laboratories using flexible
staffing increases with bed size up to 600 beds.
As expected, smaller labs have less opportunity
to flex their staff if they are already at minimum
staffing levels.
 “Life-Work Balance” – can improve or increase
staff retention while continuing to provide the
services required of the laboratory.
METRICS FOR SUCCESS
 Scheduling processes are reviewed to provide
options and opportunities that meet the key
success factors for the laboratory.
1. Reporting Efficiency – Laboratories have
measured their reporting efficiency in terms
of percent of tests reported within required
or requested time frames.
2. Turnaround Time – Turnaround time for
results reporting includes all components of
testing—specimen collection, processing,
analysis and review, and reporting—and is
an important indicator of effectiveness as
well as efficiency.
3. Productivity Measurements – The
productivity of the laboratory is a function
of the number of tests performed by the
number of personnel working, or workload
units per full-time equivalent.
4. Impact on Staff – The implementation of
productivity measurements can affect the
laboratory staff.
5. Scheduling Process – Scheduling software
programs are available that include
parameters for skills and training
KEY POINTS
 Staffing and scheduling are very dependent on
the:
a. Locale
b. the availability of technical staff
c. the practice patterns by physicians
d. the service lines offered by the healthcare
facility, and patient expectations
sample lab schedule during the COVID 19 pandemic
LABORATORY PERSONNEL: CURRENT DYNAMICS
AFFECTING STAFFING
 Job descriptions should be competency based
and reflect any skills needed. The requirements
for each staff position may vary depending on
the size of the laboratory and complexity of
testing services offered.
LABOR SHORTAGE
 Many organizations have reported on the
shortage of clinical laboratory scientists. The
root cause is varied, including fewer people
entering the field, resulting in fewer schools for
medical technology, combined with decreases
in available funds for education and an increase
in opportunities outside of the laboratory sector
TERMS ARE DISCUSSED WITHIN THE CONTEXT OF
STAFFING AND SCHEDULING IN THE LABORATORY
1. Laboratory size - is identified due to the
differing needs for the laboratory based on
physical limitations (multiple locations, floors,
laboratories requiring additional personnel to
efficiently perform testing).
2. Laboratory location - should be considered. For
example, for a hospital laboratory, proximity to
high-use areas, such as the emergency room
(ER) or intensive care unit, will lessen the time
required for transportation of personnel
services between these areas and the
laboratory.
3. Laboratory test - are a factor in determining
staffing patterns, based on the complexity of
testing performed.
4. Laboratory Service - include activities defined
by process or contract.
5. Flexible Staffing - involves staffing to workload
demand by assessing workload on a shift-by-
shift basis, routinely canceling or floating staff
based on workload. 6. Fixed Staffing - involves a
fixed, budgeted number of full-time equivalents
(FTEs) projected to complete the anticipated
workload.
LABORATORY STAFFING REQUIREMENT
1. Test Mix - A large test menu, including
moderately and highly complex tests, requires a
different group of technical staff than a
laboratory performing mostly routine testing on
automated analyzers.
2. Hours of Operation - A full-service laboratory
supporting an ER and/or intensive care units
requires a different pattern than an outpatient
laboratory or POL providing ser- vices Monday
to Friday for one shift.
3. Supervision - The requirements for on-site
technical supervision in CLIA ’88 mandate the
need for technologists in addition to technicians
on off shifts, weekends, and holidays.
4. Service Levels - Turnaround time, phlebotomy,
results re- porting, and sequential testing are all
variables to consider when staffing the
laboratory.
5. Service Supported - Laboratories that support
level 1 trauma centers, transplant programs,
cardiovascular surgical programs, and clinics, to
name a few, could have different minimum
staffing requirements than a general acute-care
suburban facility.
6. Productivity Level - The author has based
productivity goals on a “traditional” 80%
productivity measure.
STAFFING RATIO: COSTS AND BENEFITS
KEY SUCCESS FACTORS IN LABORATORY JOB
SCHEDULING
1. Reporting Efficiency - Laboratories have
measured their reporting efficiency in terms of
percent of tests reported within required or
requested time frames.
2. Turnaround Time - Turnaround time for results
reporting includes all components of testing—
specimen collection, processing, analysis and
review, and reporting—and is an important
indicator of effectiveness as well as efficiency.
3. Productivity Measurements - The productivity
of the laboratory is a function of the number of
tests performed by the number of personnel
working, or workload units per full-time
equivalent.
4. Impact on Staff - The implementation of
productivity measurements can affect the
laboratory staff.
 5. Scheduling Process - Scheduling software
programs are available that include parameters
for skills and training

KEY POINTS
 Personnel classification and qualifications for
laboratory operations are detailed.
 A key to understanding the depth of
opportunity within a laboratory is to recognize
the base requirements and the incremental
impact of creative scheduling, labor pool, and
services provided.
 Staffing and scheduling are very dependent on
the locale, the availability of technical staff, the
practice patterns by physicians, the service lines
offered by the healthcare facility, and patient
expectations.
 Scheduling processes are reviewed to provide
options and opportunities that meet the key
success factors for the laboratory.
 Variable staffing is defined as staffing to
workload volume using targeted (or budgeted)
hours per unit of volume, with productivity
reports comparing actual labor to flex budget
labor.
 The criterion-based job description, advertising
method, interview process, and selection
criteria should be carefully analyzed before
attempting to fill a job vacancy.
 Documentation of hiring, employee supervision,
and separation from service is a critical
management skill.
 Managers must constantly work to retain
valued employees by using a variety of
techniques.
 WEEK 10: PERFORMANCE EVALUATION
PERFORMANCE EVALUATION / APPRAISAL
 comprises the steps of observing and assessing
employee performance, recording the
assessment, and providing feedback to the
employee.
 During performance appraisal, skillful managers
give feedback and praise concerning the
acceptable elements of the employee’s
performance.
 They also describe performance areas that need
improvement. Employees can use this
information to change their job performance.
 The process of observing and assessing
employee performance, recording the
assessment, and providing feedback to the
employee.
 Employees can use this information to change
their job performance.
APPRAISAL CAN EFFECT AN EMPLOYEE’S:
1. Morale
2. Motivation
3. Self-esteem
 Performance evaluation should be
conducted equitably for all employees.
People respond to criticism differently,
even if delivered tactfully; therefore,
consider unique approaches that match
personality when counselling
employees. Positive feedback, as well as
suggestions for improvement, should
be provided.
 All identified problems should be
addressed with the employee when
they occur, so that they can correct any
issue before the formal evaluation. A
periodic appraisal that is part of the
employee’s record should not have
items that were not previously
discussed with the employee.
ELEMENTS OF EMPLOYEE PERFORMANCE APPRAISAL:
1. technical competency
2. efficiency
3. adherence to policies
4. observance of safety rules
5. communication skills
6. customer service
7. punctuality
8. professional behavior
 Employees should have a periodic
formal appraisal of their overall
performance. This is broader than
competency assessment and includes
the following elements:
 Key element-means it is the important
point
ADVANTAGES OF PERFORMANCE APPRAISALS:
 Foster good communication
 Provide constructive feedback
 Clarify job requirements
 Provide an opportunity to refine job skills
 Define performance expectations
 Promote behavioral modification
 Identify educational needs
 Provide documentation for promotion,
compensation, and termination decisions
 Promote recruitment and retention
 Protect the organization from discrimination
lawsuits
 Provide an opportunity to share departmental
and organizational visions
 Encourage teams to improve the way their
organization operates
DISADVANTAGES OF PERFORMANCE APPRAISALS:
 Destroy initiative
 Encourage competitiveness
 Produce stress
 Require large financial investment
 Consume significant time for managers with
many employees
APPRAISAL TYPES
1. Formal performance appraisal - generally occurs
at least annually on a specific date and time,
such as the anniversary of the employee’s hire
date.
2. Informal performance appraisal - are useful for
monitoring behavior modification, recognizing
accomplishments, identifying stumbling blocks
 in achieving set goals, giving support where Finally, they will feel that they are being
applicable, and fostering ongoing given a new opportunity to learn and
communication between formal appraisals advance in their careers
 A performance appraisal form is
generally completed during the BENEFITS OF INFORMAL PERFORMANCE APPRAISALS:
 Provide an opportunity to monitor behavioral
interview, and this written
modifications
documentation is placed in the
 Allow for timely recognition of
employee’s file as part of the
accomplishments
permanent record
 Identify stumbling blocks to achieving goals
 Informal appraisals also ensure that the
formal appraisal does not come as a  Provide ongoing support
surprise to employees. They know what  Foster good communication
is expected and can work at fulfilling PERFORMANCE STANDARDS
those expectations  Standards are formal requirements that outline
expectations of job performance, i.e., how well
WHO IS RESPONSIBLE FOR DEVELOPING A
PERFORMANCE APPRAISAL PROGRAM a job should be performed
 Upper management  Performance appraisals must contain specific,
 Supervisors/managers measurable, and realistic standards of
 Human resources staff performance. See table below.
 Staff employees  Standards can be used to compare the quality
 The organizational philosophy and of work among staff members.
purpose for having performance
appraisals should be clear to those who
are designing a performance appraisal
system. The performance appraisal
program is frequently developed by one
or more members of upper
management and supervisory- level
employees, including the chief
executive officer, man- agers, human
resource professionals, and staff
employees, particularly those who are
strong performers or who welcome
new opportunities. There are several
reasons for including staff employees in
the planning process. First, they are
intimately acquainted with all of the
tasks that make up their jobs and with
the factors that affect their ability to get
the job done. If they know their input is
valued, they will feel that their opinions
matter and that they are an important
part of the decision-making body of the
organization. In turn, their involvement
is likely to engender support for the
program and loyalty to the organization.
 o They relentlessly improve the process
and system they work in
o They do what they say they will
o They are good communicators
o They add skills and skills and skills
o They are brave

ASSESSING PERFORMANCE ACCURATELY: RATING

METHODS
 A graphic rating scale provides a ranking scale
(usually 1 to 5) for unsatisfactory to outstanding
performance
 This is one of the most popular methods. It is
easy to use and understand. 2. Essay Appraisal - the source answers a series of
 A rating system may be used to compare the questions about the employee’s performance in
performance of employees through a set of essay form
criteria that produces a numerical value.

RATING METHODS
1. Graphic Rating Scale - most popular, a
behavioral method. A graphic rating scale
provides a ranking scale (usually 1 to 5) for
unsatisfactory to outstanding performance
behaviours that are important for effective
performance are listed out and each employee
is rated against these traits 3. Checklist Scale - a series of questions is asked
o They are visibly passionate and the manager simply responds yes or no to
o They are open minded the questions
o They are not constrained by their job
title
o They become company smart
o They focus on the customer
 COMPETENCY-BASED APPRAISALS
 Appraisals are often position-specific and
competency- based using observable and
measurable standards.
 In other words, performance appraisals must
ensure that all healthcare workers are
competent in all areas necessary to perform
their jobs.
 The goal of competency assessment is to
identify problems with employee performance
and to correct these issues before they affect
patient care.

4. Ranking Method System

o also called stack ranking
o employees in a particular department
are ranked based on their value to the
manager or supervisor.

FACTORS TO CONSIDER WHEN SELECTING A RATING

SYSTEM
5. Behaviorally Anchored Rating Scale (BARS) -  Purpose of appraisal
The BARS focuses on employee behaviors and  Work environment
avoids any evaluation of attitudes.  Skills of employees
 Manager’s management style

BEHAVIORALLY ANCHAROED RATING SCALE (BARS)

 is developed from critical incidents pertaining
to job performance. Each job performance scale
is anchored with specific behavioral statements
that describe varying degrees of performance.
By relating employee performance to specific
incidents, raters can more accurately evaluate
an employee’s performance.

OTHER TYPES OF PERFORMANCE APPRAISALS

1. Self-appraisal
o Employees may be provided with a copy
of the same form used by the manager
so that they can use the same criteria
for evaluation of their performance.
Ratings and scores can then be easily
 compared. Interestingly, most
employees tend to appraise themselves
at the same level or lower than their
manager does
2. Peer-to-peer appraisal
o Require trust among employees
working together. Coworkers are asked
to evaluate each other. The technique
may be risky when conflict exists among
employees, thus preventing an
objective evaluation.
3. 360-degree evaluation
o Are designed to obtain well-rounded
appraisals that tend to be reserved for
individuals in management-level
positions. The evaluation is often
performed anonymously and invites
open, constructive in-depth feedback
from all levels, i.e., peers, subordinates,
supervisors, customers, and self
EVALUATION INTERVIEW
 a technique eliminates an interviewer's
personal bias.
 The interviewer relies on a scoring system to
determine the right candidate for the job based
on the candidate's knowledge, skill, attitude
and experience
4 STEPS TO A SUCCESSFUL PERFORMANCE APPRAISAL
INTERVIEW
As a starting point, managers can follow four rules:
1. Prepare for appraisal interviews carefully - take
the time to thoroughly evaluate all of the
employee’s work.
2. Be factual and specific - take the time to
thoroughly evaluate all of the employee’s work.
3. Develop open communication - take the time to
thoroughly evaluate all of the employee’s work.
4. Use the employee’s motivations to build a
development plan - take the time to thoroughly
evaluate all of the employee’s work
ADS
1. Prepare for appraisal interviews carefully
 Conducting a performance review can
feel like another task added to an
already long to-do list, but it must be
treated seriously. Remember that the
review process is much more than a
formality, it’s a time to help develop an
employee and steer his or her career.
Before going into the appraisal
interview, take the time to thoroughly
evaluate all of the employee’s work.
 Create a computer folder with the
employee’s name. Save notable
achievements and feedback throughout
the year. When performance review
time comes, you’ll have all of the
information you need in one spot —
saving you the time of digging through a
year’s worth of emails. In addition to
being able to effectively discuss
performance, taking the time to
prepare will ensure you have all of the
background necessary to keep control
of the interview.
2. Be factual and specific
 A performance review is about facts,
not opinions; but separating the two
can be hard. Create a list of feedback
with supporting points based on the
employee’s work in the last year. By
citing proof during the review process,
you’ll be able to more effectively
analyze and comment on the work
objectively, removing the personal
element.
3. Develop open communication
 Remember that performance reviews
are two-way conversations. Keep the
dialogue going with open-ended
questions and thoughtful responses.
When the employee is providing
information and answers, listen and
rephrase what you heard to ensure that
you’re both on the same page. This
technique may seem simple, but basic
 communication goes a long way. Keep
the communication going throughout
the year — whether that means weekly,
quarterly or bi-annual check-in
meetings, or casual emails to check on
progress. Ongoing discussion will help
lessen the chances of hearing about
employee wins or issues during the
appraisal interview
4. Use the employee’s motivations to build a
development plan
 Go beyond the surface and dig deep
into what the employee wants to
accomplish during the next five to 10
years. Really get a sense for where his
or her passions lie. This in-depth
knowledge will help you develop a
tailored development plan that extends
beyond simply improving on tasks
outlined in job descriptions. Although
following these rules will help you
prepare for the review process, it’s
possible that you may find yourself in a
difficult appraisal interview situation.
Here are three common situations and
how to handle them
2 Steps to a Successful Performance
Appraisal Interview
1. Preliminary meeting with employee.
The purpose of the meeting is to
explore ways to achieve personal
and organizational goals and make
improvements.
2. Formal meeting. Approach the
performance appraisal in a positive
and respectful manner. The
performance appraisal process
should motivate employees and
should encourage their feedback
JUDGING PERFORMANCE: GUIDELINES FOR APPRAISING
POOR PERFORMERS
1. Don’t wait until appraisal time to address a
poor performer.
2. Ensure that the employee has a current copy of
his or her job description and performance
standards.
3. During the interview, give examples of poor
performance to support your assessment and
the consequences of the behavior.
4. Prepare a list of specific changes you would like
him or her to make and the time frame in which
to correct the behavior.
5. Present the information in a manner that shows
confidence in the employee’s ability to improve.
6. Set measurable standards for improvement and
plan together how this can be accomplished.
o This can best be done by providing
documentation of how the employee’s
work does not meet standards and by
reviewing previous discussions you may
have had with the employee regarding
the problem
o It is important that you plan on meeting
to review the improvement and assess
and encourage the employee
JUDGING PERFORMANCE
 Merit increases usually are the end product of
formal performance appraisals that connect
levels of performance with varying levels of
salary increase or performance incentive.
REQUIREMENTS FOR PERFORMANCE APPRAISAL
DOCUMENTS:
 Maintain confidentiality
 Complete original, sign, and date
 Place original with human resources
 Keep documents according to policy
 Provide a copy to employee
 Place copy in manager’s file for internal use and
for accrediting agency review
CAUSE OF POOR PERFORMANCE
Poor performance may not always be due to technical
incompetence. Performance may be affected by:
1. distractions – especially personal issues such as
a sick child or parent, or financial problems,
which can make the employee’s concentration
difficult;
2. excessive workloads that pressure or hurry the
employee, which may cause them to
inadvertently make errors;
3. insufficient initial orientation or training
 4. resistance to change—some people may not
want to use new procedures (“We’ve always
done it this way, why change?”).
5. Absence of SOPs or failure to update them —
test kits may come with modified
manufacturer’s instructions, and these
modifications need to be reflected in the SOPs.
6. Poorly written procedures—including omitting
certain steps, the wrong sequence of steps, or
incorrect sample or reagent quantities—can
cause very serious errors and should always be
suspected when several employees obtain
erroneous results.
7. Job descriptions that are not clear may be a
source of error—for example, confusion about
who has responsibility for calibrating an
instrument could result in the calibration not
being done, causing erroneous results.
PERFORMANCE EVALUATION ERRORS
1. Stereotyping - occurs when a rater places an
employee into a class or category based on one
or a few traits or characteristics
2. halo effect- manager gives an employee the
same rating on all dimensions
o For example, stereotyping an older
worker as slower and more difficult
to train even if his or her
performance is good on some
dimensions and poor on others
COMPETENCY AND COMPETENCY ASSESSMENTS
 Competency is defined as the application of
knowledge, skills and behaviours used in
performing specific job tasks. Accurate
laboratory test results depend on staff being
competent in performing a range of procedures
that occur throughout the entire examination
process.
 Competency assessment is defined as any
system for measuring and documenting
personnel competency. The goal of competency
assessment is to identify problems with
employee performance and to correct these
issues before they affect patient care.
COMPETENCY ASSESSMENT METHODS INCLUDE THE
FOLLOWING:
 Direct observation helps identify and prevent
any performance problems:
 The employee’s techniques are
watched during the examination
process, which allows the observer to
see if the employee is following the SOP.
 To avoid subjectivity during a
competency assessment, the observer
uses a custom-designed checklist;
checklists are used when there are
specific, observable items, actions or
attributes to be observed
 Observation is the most time-consuming way to
assess employee competence, but this method
is advised when assessing the areas that may
have a higher impact on patient care.
 Monitor records (e.g., review
worksheets and logs prepared by the
employee).
 Review and analyze quality control
records and results of proficiency tests
performed by the employee being
evaluated.
 Retest or recheck results to compare
results among personnel; discrepancies
should be resolved.
 Assess knowledge or problem-solving
skills using case studies. Employees are
asked to respond orally or in writing to
simulated technical problems.
 Policy writing for competency assessment is a
critical quality system issue and is the
responsibility of the management. Each policy
should be shared with everyone in the
laboratory and assessments of all personnel
should be documented
 Processes describe how the policy will be
enacted. For example, the following questions
should be addressed.
COMPETENCY ASSESSMENT METHODS
1. DIRECT OBSERVATION
 The employee’s techniques are
watched during the examination
process
 allows the observer to see if the
employee is following the SOP.
 the observer uses a custom-designed
checklist
 checklists are used when there are
specific, observable items, actions or
attributes to be observed
o To avoid subjectivity during a
competency assessment, the
observer uses a custom-designed
checklist; checklists are used when
there are specific, observable items,
actions or attributes to be observed.
2. INDIRECT OBSERVATION
 s gathering information through means
other than looking at actual samples of
student work.
o surveys
o exit interviews
o focus groups
o Who will conduct assessments?
Responsibility for conducting the
assessment should be assigned to
someone who has previously
demonstrated competency in the
area to be assessed. The
responsible person must document
and evaluate the results of the
assessment
o What will be assessed? Which job
task or tasks and procedure
performed in the pre-examination,
examination and post-examination
testing process will be assessed?
AN EMPLOYEE COMPETENCY ASSESSMENT WOULD
FOLLOW THESE PROCEDURES:
1. The assessor contacts the employee in advance
to inform them that the assessment will be
done at a prearranged time.
2. The assessment is done while the employee is
performing tasks using routine samples.
3. The assessment is done by a specified method
previously described and is recorded in a
logbook.
4. The results of the assessment are shared with
the employee.
5. A remedial action plan is developed defining
required retraining. 6. The employee is asked to
acknowledge the assessment, related action
plan, and reassessment.
KEY POINTS
o Performance appraisals are powerful motivating
tools that are closely integrated with
compensation, training, and career planning.
o An effective appraisal system includes formal
and informal ongoing performance feedback.
o A well-designed appraisal program requires
clearly de- fined standards, feedback, and
documentation that are applied consistently
among all employees.
o Job expectations must be clearly stated.
Elements of a formal appraisal should be based on an
organization’s mission statement, the job description,
and the performance standards
1. Appraisal type - Formal and informal appraisals,
self-appraisals, peer-to-peer appraisals, 360-
degree appraisals.
2. Checklist adjectives evaluation - At least three
adjectives (e.g., aggressive, articulate,
meticulous) from a checklist are selected to
describe desirable as well as undesirable
characteristics of an employee.
3. Competency - Ability to do a job correctly and
safely and to recognize and solve minor
problems without needing assistance.
4. Graphic rating scales - A quality or characteristic
rated by choosing a point along a horizontal axis.
The scale may be discrete (1–5: excellent, good,
fair, poor, unacceptable) or continuous.
 5. Halo effect - Appraiser gives all employees an
acceptable rating, regardless of their
performance. When an employee is outstanding
in one area, an evaluator ignores performance
problems in other areas.
6. Performance standards - Defined performance
expectations that are specific and measurable.
7. Ranking system - Evaluates employees based on
comparison with their peers (e.g., paired
comparison, person-to-person comparison).
8. Results-based evaluations (RBE) - Evaluations
performed by managers who focus on
attainment of specific, measurable results.
9. Stereotyping - Placing an employee into a class
or category based on one or a few traits or
characteristics.

SUMMARY
 Always remember that a successful appraisal
recognizes people as the most valuable
resource of an organization.
 The most important reason for doing appraisals
is to motivate your employees positively, not to
punish.
 Recognizing accomplishments is a powerful way
to motivate.
 Providing performance appraisals will show
employees that you and the organization are
interested in their work and in their
development.
 Documentation of each individual’s job-related
competency is one way that a laboratory can
not only ensure quality results, but also fulfill
federal and accrediting agency requirements
 WEEK 11: PERSONNEL SELECTION PROCESS
SELECTION PROCESS
 The selection process refers to the steps
involved in choosing people who have the right
qualifications to fill a current or future job
opening
 Usually, managers and supervisors will be
ultimately responsible for the hiring of
individuals, but the role of human resource
management (HRM) is to define and guide
managers in this process
PERSONNEL SELECTION PROCESS
 Needs Assessment
 Requirement and Selection of employees
 Position Classification
 Orientation
NEEDS ASSESSMENT
 The root of any employment decision is a need.
 Need for worker
 Increase in workload
 Requirement and Selection of employees
 INITIAL SCREENING
o First step in selection process
 MINIMUM CRITERIA
o Min. education
o Experience
o Licensure examination
EMPLOYMENT
Recruitment - The process by which a job vacancy is
identified and potential employees are notified.
 Job description
 outline of the role of the job holder
 Person specification
 outline of the skills and qualities
required of the post holder
STEPS IN THE SELECTION PROCESS
1. Posting or advertising job vacancies.
2. Reception of applications/applicants either in
person or in writing.
3. Preliminary interview
A. Pre-employment interview is necessary in
order to increase the accuracy of prediction
on the applicant.
B. Purpose on interview is to determine the
relevant facts regarding the applicant as
provided by the application form, by
references and by the interview itself.
C. These facts should be properly evaluated in
terms expected on job behavior.
4. Applicant reports to the personnel manager or
his assistant who briefs him on opportunities in
the organization.
If acceptable, applicant is made to take employment
tests such as:
a. Performance tests
b. Intelligence Tests
c. Aptitude Tests
d. Interest Tests
e. Test for emotional reaction and adjustments
f. Test for attitudes
5. Applicant is interviewed by the personnel
manager
o to check the veracity of information.
o The types of interviews used:
a. planned and patterned interviews
b. non-directive interview
c. depth interviews d. group interviews
6. Investigation of applicant’s background
7. Introduction of the qualified applicant to his
immediate boss
8. Medical examination
9. Induction and placement of the new employee
PERSONNEL ORIENTATION
 It is the introduction of the employee to his new
environment.
 The orientation must include the following:
1. A briefing of the history, objectives, policies,
rules and regulations of the laboratory. 2.
2. Introduction to his associates and
subordinates
3. Description of his duties and responsibilities
and the role he plays in the organizations.
 4. Introduction to laboratory facilities and 3. It is a way to summarize day-to-day and
services. week-to-week evaluation.
5. Briefing on mechanism of setting problems,
PROMOTIONS
complaint or grievance and rules pertaining
 A promotion is the advancement of an
to discipline or reprimand.
employer to better job- better in terms of
6. Briefing on opportunities for education,
greater responsibilities, more prestige or
training, and advancement.
“status,” greater skill, and specialty, increase
7. Briefing on sick leave policy, overtime work,
rate of pay or salary.
time and place for receiving pay.
8. Try-out the employee’s new job. PERSONAL QUALITITS CONSIDERED IN PROMOTION
9. Another meeting between the new ARE:
employee and the personnel manager 1. Honesty
before dismissal from work for the day 2. Ambition
3. Initiative
POINTERS IN PERSONNEL SELECTION 4. Determination
1. An applicant who has held 3 to 4 jobs within the
5. Enthusiasm
past five years is a high risk. (Chance are this
6. Common sense
person is job hopper).
7. Knowledge
2. Recent emotional crises in an individual may
8. Originality
lead to emotional instability for a period of time.
9. Understanding
3. If the writing is sloppy, it may indicate a
10. Communicate ability
generally careless attitude. - Unanswered items
in the application DSICIPLING AND DISMISSALS (DISCHARGING)
4. Over qualification is about as bad as under  For the protection of both employee and
qualification. employer,
5. Check if the reference is a close friend or  Disciplinary action requires documented facts
relative of the applicant. sufficient to support the contemplated action.
6. If the medical history is lengthy or ambiguous,
there is a good chance that the applicant is DOCUMENTATION SHOULD INCLUDE THE FOLLOWING:
(CRES)
either in poor health or somewhat neurotic.
1. Specific instances of poor performances or
7. Hiring relatives or close personal friends must
misconduct.
be discouraged.
2. Circumstances surrounding performances or
8. If other things are equal, hire people you
misconduct
instinctively like.
A. dates, times, places and names and titles of
9. Generally, the person who work for financial
persons involved in the situation.
reasons is likely to be a more stable employee
B. whether the employee knew what he was
than is the person who is economically
supposed to do
independent.
3. Evidence of warning that the misconduct should
PERSONNEL EVALUATION not be repeated or that the poor performance
 It consists of periodic written reports on could not continue.
employees’ performance. 4. Records the definite time limit was set for
1. It provides a basis for counseling interviews improvement and follow-up.
with the employee.
2. It provides a resource document for
appraisal for promotion, transfer,
separation, and references.
PERSONNEL RECORDS
Personnel record provides a ready reference to an
employee, job description, education, experience,
qualifications, length of employment, job references,
written reprimands, comments and personal list.

FUNCTIONS OD PERSONNEL MANAGER (NAPAKMHIIRP)

1. Recruit and interview job applicant
2. Administer employment tests to job applicants
3. Indoctrinate new employees on laboratory
4. Introduce the new employee to his supervisor.
5. Motivates employees to do better.
6. Keep employment records of all employees.
7. Assist in transferring, promoting, demoting,
discharging or retiring employees.
8. Handle complaints
9. Negotiate with the labor unions or union
officials.
10. Provide personnel services

INTERVIEW
A two-way discussion between employee and manager
about the employee’s performance (inter “between,”
view “look”).