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Laboratory Technician

Laboratory technicians work with samples, analyses, records and documentation in laboratories and related organisations.

Laboratory services, industry and researchDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking

The occupation and work tasks

The work requires accuracy, understanding written information, using numbers and measurements, and documenting and communicating results. Many laboratories use digital systems for sample registration, traceability, quality assurance and reporting. Basic skills are important for understanding information, recording data correctly, communicating deviations and assessing the reliability of digital information. Laboratories have different purposes and requirements – workflows differ between medical, environmental, food and industrial laboratories.

Typical work tasks

  • Read procedures and work descriptions.
  • Understand labelling, labels and sample identification.
  • Record and check data.
  • Use numbers, units and measurement results.
  • Document observations and work tasks.
  • Communicate with colleagues and responsible specialists.
  • Use digital laboratory and information systems.
  • Check information sources and document versions.

Developments affecting the occupation

  • LIMS and digital sample tracking
  • Digital quality assurance and documentation
  • Automated data processing and reporting

Basic skills in the workplace

Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.

Understand technical information, procedures, labelling and documentation.

About the skill

Daily tasks

  • Read task lists and relevant work instructions.
  • Understand labels, symbols and sample identification.
  • Find information in digital records.

Regular tasks

  • Read procedures and documented routines.
  • Interpret information in tables and reports.
  • Check document versions and updates.

Occasional tasks

  • Read information about new digital laboratory solutions.
  • Get to know new documentation routines.
  • Find relevant information in professional publications.

AI and new technology

The portal provides no laboratory procedures, mixing instructions, medical advice or scientific analysis training. Supplementary topic linked to digital skills and critical thinking – not an official basic skill.

Laboratories increasingly use digital systems for sample registration, traceability, quality assurance and reporting. Automated analyses and AI can support parts of the information processing. For laboratory technicians it can be important to understand the underlying data, detect possible errors and check the results.

Understanding the systems

Digital tools provide information that must be read and understood correctly.

Checking the information

Automated and AI-generated information can contain errors and must be checked.

Asking when in doubt

Unclear or missing information is clarified with the person responsible.

1. LIMS and digital sample tracking

How is a fictional digital sample record structured?

2. Digital quality assurance and documentation

Why does the correct document version matter?

3. Automated data processing and reporting

Find inconsistent information in a fictional report.

4. Critical assessment of AI-generated summaries

Compare an AI summary with the original data.

Suggested learning outcomes

  • Understand the structure of a digital sample record.
  • Find and check relevant information in data systems.
  • Detect missing or inconsistent information.
  • Assess the quality of automated summaries.
  • Understand the importance of traceability and correct documentation.

Teaching cases

Practical teaching resources for this profile will be added later.

Related resources

External link

External resources

Utdanning.no – Laboratory technician

Occupational description from utdanning.no. Provides occupational context for teaching.

Reading
Utdanning.noNO
Open resource
External link

External resources

Occupational basic skills profiles

Explore how basic skills are used in different occupations.

HK-dirNO
Open resource
Guide

Digital learning resources

Using digital forms safely

Practise forms, checking and privacy without real personal data.

Digital skillsWriting
Teaching example from PriosNO / EN
Open resource
Exercise

Teaching activities

Check the source before sharing

Source criticism online: check sender, date and purpose before using or sharing information.

Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resource
Exercise

Digital learning resources

Check the AI answer

Evaluate whether AI-generated information is correct and relevant before using it at work.

Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resource

How to use this profile when planning teaching

The occupational profile supports the planning of basic skills training. It is not a vocational training course.

  1. 1

    Identify relevant workplace tasks

    Choose tasks from the profile that participants recognise from their own working day.

  2. 2

    Discuss participants' previous experience

    What do participants already know and do? Many are experienced in their occupation.

  3. 3

    Identify basic skill needs

    Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.

  4. 4

    Select relevant learning objectives

    Describe what the participant should be able to do better – in basic skills, not in the occupation itself.

  5. 5

    Choose practical teaching cases and resources

    Use the cases and resources in the profile as a starting point for practical exercises.

  6. 6

    Adapt activities to participants' levels

    Make tasks simpler or more demanding depending on participants’ skills.

  7. 7

    Reflect on learning outcomes

    Talk with participants about what they now handle better at work.

Questions for planning

  • Which tasks in the profile do participants recognise?
  • Which skill would be most useful in their working day?
  • How can the cases be adapted to participants’ levels?
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