Performance Appraisal Ver2.1 

(PART B-STAFF) - LABORATORY SPECIFIC QUESTIONS

Here are suggestions for laboratory-specific questions, rephrased from the original general ones, while retaining the original Q. No. and Category structure:

Category: Knowledge & Skills

• A1: How would you rate the individual's competencies as needed for the role?

  • Lab-Specific Question: How would you rate the individual's competencies in core laboratory functions relevant to their specific role (e.g., sample handling, test methodologies, instrument operation, quality control procedures, result validation)?

• A2: How well does he/ she apply his knowledge and skills on the job?

  • Lab-Specific Question: How effectively does the individual apply their laboratory knowledge and skills in performing tests accurately, interpreting results, troubleshooting instrument or assay issues, and ensuring patient safety?

• A3: Is he/she willing and able to quickly adapt to change, including new processes, technologies, automation etc.?

  • Lab-Specific Question: Is the individual willing and able to quickly adapt to changes in laboratory procedures (SOPs), new instrumentation, software updates (e.g., LIS), automation, or implementation of new test methods?

Category: Accountability & Dependability

• B1: Does the person show enthusiasm to take on responsibility readily?

  • Lab-Specific Question: Does the individual show enthusiasm and readiness to take on responsibilities such as managing specific tasks, training new staff on procedures, handling complex cases, or participating in laboratory projects (e.g., validation, audits)?

• B2: Does he/she maintain consistency of quality and output, even in the absence of supervisors? Can the person be trusted to complete jobs without reminders and checking?

  • Lab-Specific Question: Does the individual consistently maintain the quality and accuracy of laboratory work and meet deadlines, even without direct supervision? Can they be trusted to independently follow procedures for sample processing, testing, quality control, and documentation?

• B3: Can the person be trusted to stay within the limits of authority assigned to him/her? Does the person bring to the notice of supervisors incidents (OVRs)/ issues of significance which need to be so notified?

  • Lab-Specific Question: Does the individual operate within their assigned authority (e.g., test performance, data entry, basic troubleshooting) and consistently report critical results, instrument malfunctions, QC deviations, sample integrity issues, or any other significant incidents or deviations to the appropriate supervisor promptly?

• B4: Is the person committed to perform his best for the institution and go beyond the call of duty when required to support and build his department and the institution as a whole?

  • Lab-Specific Question: Does the individual demonstrate commitment to the laboratory's success and, when necessary, go beyond standard duties to support colleagues with workload, assist in departmental initiatives (e.g., accreditation readiness, process improvement), or contribute positively to the laboratory and hospital reputation?

Category: Availability, Effort, Work Output

• C1: How would you rate the individual's attendance and timeliness, including reporting on time, avoiding absenteeism, flexibility to work in shifts, put in extra time if needed?

  • Lab-Specific Question: How would you rate the individual's attendance and timeliness in reporting for laboratory shifts, consistency in avoiding unnecessary absenteeism, flexibility to work different shifts, and willingness to put in extra time when urgently needed?

• C2: Does he/she consistently follow standard operating procedures while attending to work tasks and related activities? How good is he/she in documenting clearly, completely as necessitated by BCMCH standards?

  • Lab-Specific Question: Does the individual consistently and accurately follow laboratory Standard Operating Procedures (SOPs) for all tasks, including sample handling, testing, quality control, and maintenance? How well do they document their work, results, and any incidents according to laboratory and hospital standards?

• C3: How would you rate the speed and volume of work/ task completion, as compared to other team members?

  • Lab-Specific Question: How would you rate the individual's efficiency in terms of speed and volume of sample processing, test performance, and result entry, compared to peers with similar roles and experience, while maintaining quality?

• C4: How would you rate the individual in terms of attention to detail, accuracy, high quality, and error free work output?

  • Lab-Specific Question: How would you rate the individual's attention to detail and accuracy in all aspects of laboratory work (e.g., sample identification, aliquotting, test performance, data entry), which directly impacts the quality and reliability of results and contributes to error-free output?

Category: Interpersonal Relationships, Teamwork & Collaboration

• D1: Does the person predominantly display high image of the hospital, department, team members etc.?

  • Lab-Specific Question: Does the individual consistently maintain a professional demeanor and positively represent the laboratory and the hospital when interacting with colleagues, patients (if applicable), or staff from other departments (e.g., nursing, physicians)?

• D2: Does he/ she cooperate and collaborate with team members within department? Does he/ she actively interact with other department members outside department, cooperating with them were needed.

  • Lab-Specific Question: Does the individual effectively cooperate and collaborate with team members within the laboratory (e.g., assisting with workload, sharing knowledge)? Do they actively and constructively interact with staff from other hospital departments (e.g., nursing, clinical staff) to resolve sample issues, clarify orders, or improve workflows?

• D3: Does the person actively work towards resolving situations of conflict involving individuals or departments within or outside BCMCH?

  • Lab-Specific Question: Does the individual constructively engage in resolving conflicts or communication challenges that may arise within the laboratory team or between the laboratory and other hospital departments regarding samples, results, or procedures?

• D4: Is he/she willing and eager to guide, train and coach other team members as needed?

  • Lab-Specific Question: Is the individual willing and eager to share their knowledge and expertise, guiding, training, or coaching less experienced team members on laboratory procedures, instrumentation, quality control, or best practices?

Category: New Learning & Innovation

• E1: Does the individual display eagerness and put in effort to expand his/her scope of work, including learning from peers, other departments or external sources (including short term/long term trainings)?

  • Lab-Specific Question: Does the individual show eagerness and actively pursue learning opportunities (e.g., mastering new tests, operating new instruments, understanding different laboratory sections, attending workshops, pursuing certifications) to expand their knowledge and skills within the laboratory?

• E2: Does he/ she proactively take steps to improve processes, work performance/ output or productivity, even in small measures? In the face of a challenge, does the person try to find solutions or resolve issues on his/her own initiative?

  • Lab-Specific Question: Does the individual proactively identify opportunities to improve laboratory processes, efficiency, quality, or safety? Do they demonstrate initiative in troubleshooting technical problems with instruments, samples, or results before seeking assistance?

• E3: How often does he/ she come up with new ideas or suggest changes to which can improve patient care, service delivery or any other aspect of the department or the hospital. How frequently does he/she take forward new initiatives, either envisaged by self or as part of a team, e.g. Automation, Quality, Safety initiatives?

  • Lab-Specific Question: How often does the individual contribute ideas or suggestions for improving laboratory services, workflows, patient sample management, safety, or quality control? Do they actively participate in or champion new initiatives related to quality, safety, automation, or process improvement within the lab?

Grading Scale (1-10):

• 1-2: Unsatisfactory / Needs Significant Improvement: Performance is consistently below minimum acceptable standards. Requires constant supervision and intervention. Major issues or errors are frequent. Significantly hinders team/department function.

• 3-4: Needs Improvement: Performance is inconsistent and often falls below expectations. Requires frequent guidance and correction. Makes common errors. Progress is slow even with support.

• 5-6: Meets Expectations / Solid Performance: Performance is generally consistent and meets the requirements of the role. Can perform routine tasks reliably with standard supervision. Contributes acceptably to team/department goals.

• 7-8: Exceeds Expectations in Areas / Strong Performance: Performance often exceeds expectations in specific areas. Highly reliable for most tasks and requires minimal routine supervision. Proactive in addressing issues or seeking improvements sometimes.

• 9-10: Consistently Exceeds Expectations / Exceptional Performance: Performance consistently surpasses expectations across all aspects of the role. Acts as a role model and resource for others. Highly proactive, takes significant initiative, and contributes substantially to the department's success.

A: Knowledge & Skills

• A1: How would you rate the individual's competencies in core laboratory functions relevant to their specific role (e.g., sample handling, test methodologies, instrument operation, quality control procedures, result validation)?

  • 1-2: Has very limited understanding of core lab procedures; requires constant step-by-step guidance for basic tasks; frequently makes critical errors due to lack of fundamental knowledge.

  • 3-4: Has difficulty grasping core procedures; requires frequent reminders and correction; struggles with basic instrument operation or QC principles; slow to learn new methods.

  • 5-6: Demonstrates adequate understanding of core competencies for routine tasks; can perform standard procedures and operate common instruments with standard supervision; follows QC procedures correctly most of the time.

  • 7-8: Possesses strong understanding of competencies; proficient in most procedures and instruments for the role; understands the 'why' behind procedures (e.g., QC rules, validation steps); capable of teaching basic concepts to others.

  • 9-10: Is an expert in their area's competencies; masters complex procedures and instrumentation; understands underlying scientific principles deeply; acts as a go-to resource for technical questions and complex issues; proactively seeks to learn advanced techniques.

• A2: How effectively does the individual apply their laboratory knowledge and skills in performing tests accurately, interpreting results, troubleshooting instrument or assay issues, and ensuring patient safety?

  • 1-2: Frequently makes errors in test performance or data entry resulting in inaccurate results; overlooks critical safety steps; unable to perform any troubleshooting independently.

  • 3-4: Makes occasional errors in application; requires frequent checks for accuracy; struggles with interpreting results beyond basic ranges; needs significant help with troubleshooting.

  • 5-6: Applies knowledge and skills to perform routine tests accurately most of the time; interprets standard results correctly; follows basic safety protocols; can perform simple troubleshooting steps with guidance.

  • 7-8: Consistently applies knowledge for accurate results and safe practices; adept at interpreting a range of results, including some outliers; capable of troubleshooting moderately complex instrument or assay issues independently.

  • 9-10: Demonstrates exceptional skill in applying knowledge for high accuracy; identifies potential issues before they impact results or safety; highly proficient in troubleshooting complex and unusual problems; contributes to improving testing accuracy or safety protocols based on expertise.

• A3: Is he/she willing and able to quickly adapt to changes in laboratory procedures (SOPs), new instrumentation, software updates (e.g., LIS), automation, or implementation of new test methods?

  • 1-2: Actively resists learning new procedures or technologies; refuses to use updated equipment or software; hinders implementation of changes.

  • 3-4: Shows reluctance towards change; takes a long time to become proficient in new methods; requires excessive support and reminders during transitions.

  • 5-6: Accepts change and learns new procedures/technologies at a reasonable pace; becomes competent after standard training; follows new SOPs once familiar.

  • 7-8: Adapts quickly and positively to changes; shows eagerness to learn new methods, instruments, or software; proficient in new processes relatively fast.

  • 9-10: Embraces change as an opportunity to learn; actively seeks out training on new technologies; helps others understand and adapt to changes; becomes an early expert on new systems/procedures.

B: Accountability & Dependability

• B1: Does the person show enthusiasm and readiness to take on responsibilities such as managing specific tasks, training new staff on procedures, handling complex cases, or participating in laboratory projects (e.g., validation, audits)?

  • 1-2: Consistently avoids taking on any responsibility beyond basic assigned tasks; refuses to help others; shows no interest in contributing to projects.

  • 3-4: Reluctantly takes on responsibility only when directly assigned; needs to be heavily prompted; shows minimal engagement in extra duties.

  • 5-6: Takes on assigned responsibilities willingly; completes tasks reliably; participates adequately when asked to help with training or projects.

  • 7-8: Shows enthusiasm for taking on additional responsibilities; volunteers for tasks like training or assisting with validation steps; actively participates in departmental initiatives.

  • 9-10: Actively seeks out opportunities to take on leadership or project responsibilities; demonstrates strong initiative in training or mentoring; champions departmental projects and complex tasks; is a driving force for progress.

• B2: Does he/she maintain consistency of quality and accuracy of laboratory work and meet deadlines, even without direct supervision? Can they be trusted to independently follow procedures for sample processing, testing, quality control, and documentation?

  • 1-2: Work quality is highly inconsistent; frequently misses deadlines; cannot be trusted to complete tasks without constant checking and reminders.

  • 3-4: Work is inconsistent; occasionally misses deadlines or requires reminders; needs frequent checks on sample processing, testing, or documentation accuracy.

  • 5-6: Maintains consistent quality for routine tasks; generally meets deadlines; can be trusted to follow procedures for standard sample handling, testing, and documentation with minimal oversight.

  • 7-8: Work quality and accuracy are consistently high; reliably meets deadlines; can be trusted to handle most tasks independently from sample receipt to documentation, including complex workflows.

  • 9-10: Consistently delivers work of exceptional quality and accuracy; always meets or exceeds deadlines; is highly reliable and requires virtually no checking for all aspects of their work; acts as a benchmark for dependability and accuracy.

• B3: Can the person be trusted to stay within their assigned authority (e.g., test performance, data entry, basic troubleshooting) and consistently report critical results, instrument malfunctions, QC deviations, sample integrity issues, or any other significant incidents or deviations to the appropriate supervisor promptly?

  • 1-2: Regularly operates outside their authority; fails to report critical results or significant issues; actively hides errors or problems.

  • 3-4: Occasionally exceeds authority; reports some but not all required incidents; may delay reporting significant issues.

  • 5-6: Generally operates within assigned authority; reports critical results and major issues as required; follows reporting procedures most of the time.

  • 7-8: Consistently operates within authority boundaries; reliably and promptly reports all required critical results, incidents, and deviations; understands the importance of accurate and timely communication.

  • 9-10: Has an exceptional understanding of their authority limits; is highly proactive in identifying and immediately reporting any potential issue (QC, instrument, sample, safety, etc.), even minor ones that could escalate; acts as a key safeguard in the reporting chain.

• B4: Is the person committed to the laboratory's success and, when necessary, go beyond standard duties to support colleagues with workload, assist in departmental initiatives (e.g., accreditation readiness, process improvement), or contribute positively to the laboratory and hospital reputation?

  • 1-2: Shows no commitment to the lab's success; only does the absolute minimum required; refuses to help colleagues or participate in any initiatives.

  • 3-4: Completes assigned duties but shows little interest in the team or department goals; rarely helps others; avoids participation in initiatives.

  • 5-6: Diligently performs assigned duties; is a reliable team member; contributes positively to daily workflow; participates adequately in initiatives when asked.

  • 7-8: Shows strong commitment to the lab; willingly supports colleagues with workload; actively participates in departmental initiatives like accreditation tasks or process improvements; represents the lab positively.

  • 9-10: Is highly dedicated to the laboratory and institution; consistently goes above and beyond standard duties to ensure team success; actively champions departmental initiatives; is a positive force for morale and productivity; significantly contributes to the lab's reputation for excellence.

C: Availability, Effort, Work Output

• C1: How would you rate the individual's attendance and timeliness in reporting for laboratory shifts, consistency in avoiding unnecessary absenteeism, flexibility to work different shifts, and willingness to put in extra time when urgently needed?

  • 1-2: Frequent unexplained absences or tardiness; highly unreliable for shift coverage; completely inflexible with scheduling.

  • 3-4: Occasional issues with attendance or punctuality; sometimes difficult regarding scheduling changes; reluctant to stay extra time.

  • 5-6: Meets standard attendance and punctuality requirements; is reasonably reliable for scheduled shifts; demonstrates some flexibility for coverage needs.

  • 7-8: Excellent attendance and punctuality; highly reliable for all scheduled shifts; willingly flexible with scheduling changes and works extra time when needed.

  • 9-10: Perfect or near-perfect attendance and punctuality; exceptionally reliable for shift coverage; highly proactive in helping cover shifts or working extra time during critical staffing needs or emergencies.

• C2: Does he/she consistently and accurately follow laboratory Standard Operating Procedures (SOPs) for all tasks, including sample handling, testing, quality control, and maintenance? How well do they document their work, results, and any incidents according to laboratory and hospital standards?

  • 1-2: Consistently ignores or deviates significantly from SOPs; documentation is often missing, inaccurate, or illegible; creates risks due to poor adherence.

  • 3-4: Frequently deviates from SOPs or forgets steps; documentation is often incomplete or unclear; needs frequent reminders about procedures.

  • 5-6: Generally follows SOPs correctly for routine tasks; documentation is adequate for standard procedures; complies with most requirements.

  • 7-8: Consistently follows all relevant SOPs meticulously; documentation is accurate, complete, and clear for all tasks, including non-routine situations; understands the importance of SOPs and documentation for quality and compliance.

  • 9-10: Adheres strictly to all SOPs; documentation is exemplary and could serve as a training example; proactively identifies potential issues with existing SOPs or documentation processes and suggests improvements.

• C3: How would you rate the individual's efficiency in terms of speed and volume of sample processing, test performance, and result entry, compared to peers with similar roles and experience, while maintaining quality?

  • 1-2: Works significantly slower than peers; output volume is very low; requires excessive time to complete tasks, hindering workflow.

  • 3-4: Slower than most peers; output volume is below average; takes longer than expected to complete tasks, occasionally impacting workflow.

  • 5-6: Works at an average pace comparable to peers; consistently meets expected output volume for the role; completes tasks within standard timeframes.

  • 7-8: Works efficiently and quickly; output volume is above average compared to peers, while maintaining quality and accuracy; completes tasks ahead of standard timeframes.

  • 9-10: Is exceptionally efficient; output volume is consistently high and sets a benchmark for the team, without compromising quality or accuracy; streamlines own work process; is a high-productivity individual.

• C4: How would you rate the individual in terms of attention to detail and accuracy in all aspects of laboratory work (e.g., sample identification, aliquotting, test performance, data entry), which directly impacts the quality and reliability of results and contributes to error-free output?

  • 1-2: Frequently makes critical errors (e.g., mislabeling, wrong test, incorrect data entry); lacks attention to detail, leading to unreliable results and patient risks.

  • 3-4: Makes occasional significant errors; attention to detail is inconsistent; work often requires correction due to accuracy issues.

  • 5-6: Makes few errors in routine tasks; shows reasonable attention to detail; work is generally accurate for standard procedures.

  • 7-8: Makes rare errors; demonstrates strong attention to detail in complex tasks; high accuracy in sample handling, testing, and data; validates own work effectively.

  • 9-10: Virtually error-free work output; possesses exceptional attention to detail in all aspects; meticulously verifies work and identifies potential errors (even minor ones) before they impact results; is a champion for accuracy and quality.

D: Interpersonal Relationships, Teamwork & Collaboration

• D1: Does the person consistently maintain a professional demeanor and positively represent the laboratory and the hospital when interacting with colleagues, patients (if applicable), or staff from other departments (e.g., nursing, physicians)?

  • 1-2: Displays unprofessional or disruptive behavior; creates a negative impression of the lab/hospital through interactions; shows disrespect to colleagues or staff from other departments.

  • 3-4: Sometimes unprofessional or has a negative attitude; interactions can be difficult or unhelpful; occasionally represents the lab poorly.

  • 5-6: Maintains a professional demeanor most of the time; interacts acceptably with colleagues and staff from other departments; represents the lab appropriately in routine interactions.

  • 7-8: Consistently professional and courteous; has positive interactions with colleagues and staff from other departments; represents the lab and hospital well.

  • 9-10: Acts as a role model for professionalism; consistently maintains a positive and helpful attitude in all interactions; significantly enhances the image and reputation of the laboratory and the hospital through exemplary conduct.

• D2: Does he/ she effectively cooperate and collaborate with team members within the laboratory (e.g., assisting with workload, sharing knowledge)? Do they actively and constructively interact with staff from other hospital departments (e.g., nursing, clinical staff) to resolve sample issues, clarify orders, or improve workflows?

  • 1-2: Uncooperative within the team; refuses to assist colleagues; avoids or actively hinders interactions with other departments, causing friction.

  • 3-4: Reluctant to collaborate; provides minimal assistance to colleagues; interacts poorly or unhelpfully with other departments when issues arise.

  • 5-6: Cooperates with team members when needed; provides basic assistance; interacts adequately with other departments for routine inquiries or issue resolution.

  • 7-8: Actively collaborates and supports team members (e.g., helps with heavy workload, shares tips); engages constructively with staff from other departments to efficiently resolve sample problems or clarify information.

  • 9-10: Champions teamwork and collaboration within the lab; proactively assists colleagues and shares expertise; builds strong working relationships with other departments, facilitating smooth operations and joint problem-solving.

• D3: Does the person constructively engage in resolving conflicts or communication challenges that may arise within the laboratory team or between the laboratory and other hospital departments regarding samples, results, or procedures?

  • 1-2: Avoids conflict or actively escalates it; contributes negatively to tense situations; unable to handle disagreements professionally.

  • 3-4: Struggles to handle disagreements; may withdraw or become defensive; can sometimes worsen conflict situations.

  • 5-6: Handles basic disagreements appropriately; doesn't escalate conflicts unnecessarily; participates passively in conflict resolution efforts.

  • 7-8: Attempts to resolve conflicts constructively; communicates effectively to de-escalate situations; participates positively in finding solutions to inter-departmental communication issues.

  • 9-10: Is skilled in navigating difficult conversations; proactively addresses potential sources of conflict; acts as a mediator or facilitator to resolve issues effectively within the lab or with other departments, improving overall working relationships.

• D4: Is he/she willing and eager to share their knowledge and expertise, guiding, training, or coaching less experienced team members on laboratory procedures, instrumentation, quality control, or best practices?

  • 1-2: Unwilling to help or train others; withholds knowledge or makes it difficult for new staff to learn.

  • 3-4: Reluctantly provides minimal assistance or training when directly asked; lacks patience in explaining procedures.

  • 5-6: Is willing to train or guide others when assigned or asked directly; provides adequate basic instruction.

  • 7-8: Shows willingness and interest in training and mentoring; patiently guides less experienced colleagues; shares knowledge freely and effectively.

  • 9-10: Is highly eager and skilled in training and coaching; actively seeks opportunities to mentor new or less experienced staff; contributes to developing training materials or programs; is a valuable resource for skill development within the team.

E: New Learning & Innovation

• E1: Does the individual show eagerness and actively pursue learning opportunities (e.g., mastering new tests, operating new instruments, understanding different laboratory sections, attending workshops, pursuing certifications) to expand their knowledge and skills within the laboratory?

  • 1-2: Shows no interest in learning new skills or expanding knowledge; avoids training opportunities; resistant to personal development.

  • 3-4: Shows minimal interest in learning; participates only in mandatory training; does not seek out new knowledge independently.

  • 5-6: Is willing to learn new skills or procedures when required; attends assigned training; completes necessary learning tasks.

  • 7-8: Shows genuine interest in expanding their knowledge and skills; actively seeks out learning opportunities within or outside the lab; learns new tasks or instruments readily.

  • 9-10: Is highly passionate about learning; actively pursues continuous professional development (certifications, advanced training); masters new complex areas quickly; shares learnings with the team; contributes to the lab's overall knowledge base.

• E2: Does he/ she proactively identify opportunities to improve laboratory processes, efficiency, quality, or safety? Do they demonstrate initiative in troubleshooting technical problems with instruments, samples, or results before seeking assistance?

  • 1-2: Shows no initiative; waits to be told what to do; ignores problems or leaves them for others; does not attempt troubleshooting.

  • 3-4: Rarely shows initiative; identifies problems but doesn't attempt solutions; performs minimal troubleshooting steps before asking for help.

  • 5-6: Identifies common problems or areas for basic improvement when pointed out; attempts standard troubleshooting steps; participates in minor process improvement efforts.

  • 7-8: Proactively identifies opportunities for improvement in processes or workflows; demonstrates initiative in troubleshooting most technical issues independently; suggests practical solutions.

  • 9-10: Consistently identifies significant opportunities for improving lab efficiency, quality, or safety; takes initiative to implement improvements (with approval); is highly skilled and proactive in troubleshooting complex or unusual problems, often resolving them independently; acts as a problem-solver and change agent.

• E3: How often does he/ she contribute ideas or suggestions for improving laboratory services, workflows, patient sample management, safety, or quality control? Do they actively participate in or champion new initiatives related to quality, safety, automation, or process improvement within the lab?

  • 1-2: Never offers suggestions; resistant to new ideas or initiatives.

  • 3-4: Rarely offers suggestions, and ideas may be impractical; shows no interest in initiatives.

  • 5-6: Offers occasional relevant suggestions; participates adequately in team initiatives when asked.

  • 7-8: Regularly offers practical and relevant suggestions for improvement; actively contributes to departmental initiatives (e.g., QC projects, safety audits).

  • 9-10: Frequently proposes innovative and impactful ideas for improving lab operations or patient care; actively champions and drives implementation of new initiatives; is recognized as a valuable contributor to the lab's continuous improvement efforts.