SAFETY MANUAL
FOR
CAREER AND
TECHNICAL EDUCATION
PROGRAMS
Bulletin No. 1674
2004
Issued by:
Louisiana Department of Education
Cecil J. Picard
State Superintendent
1
This material is based upon work supported by the following:
National Institute for Occupational Safety and Health (NIOSH)
“Occupational Safety and Health and Environmental Safety for Administrators,
Supervisors, and Teachers in Career – Technical and Professional Education”
4676 Columbia Parkway, Cincinnati, Ohio 45226
EPA Tools for Schools: www.epa.gov/ebtpages/humanchildschoolenvironments.html
Act No. 671, House Bill No. 1643, Louisiana House of Representatives, Regular
Session, 2003
State of Louisiana, Office of Risk Management, Loss Prevention Department. “Loss
Prevention Policy Statement,” Office of the Governor, 4-14-2004
2
Rapid changes are occurring in our world and economy. The increasing complexity of
work that spans the entire work force of today’s society demands that education for all
students be made more relevant and useful to future careers.
To prepare Louisiana Agricultural Education, Technology Education and Trade and
Industrial Education students to meet the demands of society and the workplace in the
21st century, industry-based certification standards were developed to address content
knowledge and the application of skills. These standards focus on what students should
know, be able to do, and be able to demonstrate in the workplace. They promote and
develop critical thinking processes, which students will use in the classroom and real
work applications, address the diversity of educational needs of Louisiana students
enrolled in vocational education courses, and address industry-based certification
programs for employability. This must be accomplished in a safe environment.
This Safety and Health manual was written to fulfill the need for an up-to-date industrybased practical educational resource that focuses upon the needs of Teachers,
Supervisors, and Students involved in laboratory instruction at the secondary level in
Louisiana Public Schools. It is also intended for use in Universities, Career Centers,
High Schools, and Junior High School Career and Technical Education Laboratories.
Louisiana has made significant strides toward improving the education of our children.
Our goal is to build on our strengths as we continue to improve education in our state.
By developing rigorous standards and challenging assessments that align with industrybased standards and by holding schools accountable for results, we are ensuring a
better future for all our children.
Your partner in education,
Cecil J. Picard
State Superintendent of Education
3
TABLE OF CONTENTS
PART 1: INTRODUCTION

Intended Audience

How Teachers Should Use This Publication

General Safety and Health Manual

Members of the Writing Team: Subject Matter Experts

Education Review and Support Team

Louisiana State Board of Elementary and Secondary Education

Elements of a Successful Safety, Health & Environment Program
PART 2: CURRICULUM CONTENT

Two-Fold Objective

Purposes of the Manual

Curriculum Elements
PART 3: INSPECTION WORKSHEETS

Emergency Procedures

Environmental Protection

Hazard Communication

Fire Prevention/Protection
4

Hearing Conservation and Noise Protection

Mechanical Hazards

Walking, Working Surfaces/Stairs/Railings

Means of Egress/Escape

Ergonomics
PART 4: RESOURCES & REFERENCES

National Institute of Occupational Safety and Health (NIOSH) Publications

Applicable Occupational Safety & Health Administration (OSHA) Regulations

Applicable Consensus Standards

Other Publications
PART 5: APPENDICES

Appendix A: Loss Prevention Policy Statement: Governor Kathleen Babineaux
Blanco

Appendix B: Making Sense of Regulations

Appendix C: Description of Federal and State Agencies – Louisiana

Appendix D: Safety Audit: State of Louisiana, Office of Risk Management,
Loss Prevention Department

Appendix E: Indoor Air Quality

Appendix F: Emergency Procedures

Appendix G: Ergonomics
5

Appendix H: Hearing Conservation & Noise Control

Appendix I: Child Labor Rules; Work Ages

Appendix J: Act No. 671

Appendix K: Material Safety Data Sheets
6
PART I:
INTRODUCTION
7
INTENDED AUDIENCE
The Louisiana General Safety and Health Manual is intended for a broad
audience, Agriculture, Technology, Trade and Industrial Education Teachers, Parents,
School and District Administrators, School Board Members, Policy Makers, Louisiana
Department
of
Education
Staff,
College/University
Faculty/Administrators,
Business/Industry Leaders, and Government Agency Staff. The framework serves as a
guide for safety curriculum and instruction, and as a general reference “checklist” to the
safety and health concepts and skills taught and adhered to within Louisiana career and
technical education courses. The intended users of the framework include:






Career and Technical Education Teachers to use in planning curriculum,
instruction, and assessment;
Parents to use as a means of assessing the safety and effectiveness of their
children’s career and technical laboratories;
School and District Administrators and School Board Members to use as a
vision for safety and health education and a basis for planning resource
allocations, materials purchases, local curriculum development, teachers’
professional development, and faculty recruitment;
Policy Makers and State Education Staff to use as a basis for developing and
obeying laws, health and safety policies, professional development activities and
materials, assessment strategies, and funding priorities to support local program
development;
University Faculty and Administrators to use as a basis for the content and
design of pre-service and in-service teacher education programs regarding safety
and health instruction;
Business/Industry Leaders and Government Agency Staff to use as a basis
for developing effective partnerships for supporting safety and health education
programs and professional development.
8
HOW TEACHERS SHOULD USE THIS PUBLICATION
This publication outlines the appropriate content to be taught in Louisiana Career
and Technical Education programs that require laboratories. Local needs will determine
how this should be taught in local career and technical education programs. Teachers
will be able to use this framework to guide them in the restructuring of their laboratory
curricula. This document contains specific performance criteria essential to laboratory
safety education. These specific assessment criteria must be supported on the local
level by all individuals involved in the educational process.
GENERAL SAFETY AND HEALTH MANUAL
Project Director
James R. Owens, Ph.D.
Southeastern Louisiana University
MEMBERS OF THE WRITING TEAM
SUBJECT MATTER EXPERTS
Mr. Thomas N. Walsh
Health and Safety Officer
Office of Occupational & Environmental Safety
Louisiana State University
Baton Rouge, Louisiana
Mr. Lawrence Mauerman, PE, CSP
Department of Industrial Technology
Southeastern Louisiana University
Hammond, Louisiana
9
EDUCATION REVIEW AND SUPPORT TEAM
Mr. Jeffrey David Jones
Career and Technical Education Teacher
Central High School
Baton Rouge, Louisiana
Mr. Davis Rayborn, Jr.
Career and Technical Education Teacher
Zachary High School
Zachary, Louisiana
Ms. Patricia Merrick
Supervisor
Career and Technical Education
Louisiana Department of Education
Baton Rouge, Louisiana
Mr. Edgar W. Storey, Jr.
Director
Office of Career and Technical Education
East Baton Rouge Parish School System
Baton Rouge, Louisiana
Mr. Patrick Nelson
Career and Technical Education Staff
Louisiana Department of Education
Baton Rouge, Louisiana
10
Louisiana State Board of Elementary and
Secondary Education
Ms. Glenny Lee Buquet
President
Third District
Dr. James Stafford
Fifth District
Ms. Polly Broussard
Sixth District
Mr. Walter C. Lee
Vice President
Fourth District
Mr. Dale Bayard
Seventh District
Ms. Linda Johnson
Secretary-Treasurer
Eighth District
Mr. Edgar Chase
Member-At-Large
Ms. Penny Dastugue
First District
Ms. Leslie Jacobs
Member-at-Large
Ms. Louelle Givens
Second District
Ms. Mary Washington
Member-at-Large
For further information, contact
Patricia Merrick, Section Leader, Career and Technical Education
225-342-3488, pmerrick@doe.state.la.us
Melba Kennedy, Education Program Consultant 3, Career and Technical Education
225-219-9334, mkennedy@doe.state.la.us
This public document was printed at a cost of $10.28. The total cost of all printings of this document including
reprints is $1,028.00. This document was published by the Louisiana Department of Education; Career and
Technical Education; P.O. Box 94064; Baton Rouge, LA 70802-9064 to provide printed information summarizing
implementation of the Standard and Benchmarks for Trade and Industrial Education. This material was printed in
accordance with standards for printing by State Agencies established pursuant to R.S. 43:31.
Elements of a Successful Safety & Health and Environmental Program
11
Overview
The key to preventing harm to school employees, students, and the environment is to
establish a good occupational safety, health, and environmental program.
A good program may take years to put in place, but the guidelines below are a good place to
begin. Start with individual items or parts of items.
The guidelines are divided into five sections:
I.
IDENTIFY AND PRIORITIZE POTENTIAL HAZARDS.
II.
ELIMINATE, PREVENT, AND CONTROL HAZARDS.
III.
TRAIN EMPLOYEES, STUDENTS, AND MANAGEMENT.
IV.
ASSURE MANAGEMENT COMMITMENT.
V.
ASSURE EMPLOYEE AND STUDENT INVOLVEMENT.
The occupational safety, health, and environmental safety program should be tailored to the
needs of your school, department, or school system. Small schools with limited resources may
form safety and health cooperatives with other schools to help manage all or parts of their
programs.
I. IDENTIFY AND PRIORITIZE POTENTIAL HAZARDS IN DESIGNATED AREAS
A. Designated Areas
1.
Divide the school and associated structures into designated areas and sub-areas.
a) Designate structural or functional major areas of the school (i.e., administrative
offices, classrooms, labs, etc.)
b) Designate sub-areas of each major area (i.e., specific office, classroom or lab,
etc.)
B. Conduct walk through inspections
1.
2.
Each designated sub-area should be inspected to identify potential hazards
associated with the equipment, materials and function of the area.
Checklists specific to the equipment, materials and function of the area (See
Inspection Worksheets) can help you to identify hazards and determine whether
your organization complies with applicable safety and health or environmental
regulations.
C. Compile and/or update a hazardous material inventory
1.
2.
Record the names and amounts of all hazardous materials used, the means of their
disposal, and the occurrence of any spills or releases on the premises.
Collect and maintain Material Safety Data Sheets (MSDSs) for all hazardous
materials listed in the inventory.
12
3.
Determine which hazardous materials are regulated by federal, state or local
agencies. These include: the Occupational Safety and Health Administration
(OSHA), the Environmental Protection Agency (EPA), the Louisiana Department of
Environmental Quality (LDEQ).
D. Maintain and update a process and equipment inventory
1.
2.
Record the location of hazardous processes or equipment, and the dates when
maintenance or monitoring must be performed.
Keep an inventory of safety equipment related to specific equipment and those who
use it.
E. Establish a purchase screening procedure
1. Establish a procedure for consideration of health and safety elements when
purchasing goods and services and leasing new space. Avoiding a hazard is easier
than controlling it.
2. Before any purchase of chemicals, equipment, or services, develop a system that
may be reviewed by a safety representative or committee member.
3. Similarly, review plans for renovating, constructing, or leasing new facilities.
F. Investigate incidents, spills, and releases
1. A safety representative or committee member should investigate every incident or
release to determine how to prevent such a problem in the future.
2. A “Chemical Release” and other incident report forms should be developed. At a
minimum, the form should have a space to answer, “What were the causes of the
incident or release?” and “What precautions or controls could have prevented the
incident or release?”
3. Employees and students should be encouraged to report “near hits” or “close calls”
as well.
G. Record Evaluation
1. Evaluate injury and illness records
a) The OSHA Log 300, a required employee occupational illness and injury
record-keeping system, should be reviewed by persons responsible for safety
and health on a regular basis.
b) Personal injury claims and workers’ compensation claims may also identify
whether certain classrooms, buildings, or processes pose an undue risk.
2. Evaluate environmental records
a) Review existing records such as the hazard communication inventory,
air permits, hazardous waste records, solid waste records, and medical
waste records to identify chemicals or processes that should be
substituted, recycled, or prevented.
13
II. ELIMINATE, PREVENT, AND CONTROL HAZARDS.
A. Hazard Elimination
1. Perform routine housekeeping.
a) Get rid of trash by disposing of it properly.
b) Make sure that hazardous chemicals and other materials are stored safely.
2. Provide regular equipment maintenance, repair, and replacement,
a) Equipment includes hazardous machinery, safety gear, and the ventilation
system.
b) Check that machine guards are in place, implement a maintenance and
repair record-keeping system as well.
B. Hazard Control
1. Engineering Controls
a) The safety and health controls that are built into a process are referred to as
“engineering controls.” Engineering controls are the first in the hierarchy of
controls that are used to reduce teachers’ and students’ exposure to a
hazard.
b) Incorporate safety and health controls in the design of the process or
operation rather than have students follow certain rules, wear protective gear,
or clean up excess pollution.
c) Engineering controls may include substitution, isolation, enclosure, and
ventilation of a process or equipment.
2. Work practice controls and/or programs
a) Written safety procedures may be developed for specific operations or tasks
to control or eliminate the associated hazards.
b) Written general programs for respiratory protection, vehicle safety, etc., will
help to emphasize the importance of specific controls.
C. Hazard Protection
1. Provide personal protective equipment (PPE).
a) Respiratory protections
i) Respiratory protection should be used only as a temporary or lastresort solution when engineering controls are inadequate to control
the hazards.
ii) Respirators could be used routinely if job hazards require it.
b) Other forms of PPE could be required depending on the job and hazards
involved and include:
i) Hearing protection
ii) Welders’ masks
iii) Hard hats
iv) Safety glasses or goggles
c) Using PPE involves careful selection, maintenance, and user training.
14
2. Eye wash facilities and showers
a) Install eyewashes and/or showers near battery-changing stations,
maintenance operations, heating and ventilating operations, and other
processes that use corrosive chemicals or emit irritant aerosols.
D. Develop Emergency Response Plans and Procedures
(See Appendix F: Emergency Procedures)
III. TRAIN EMPLOYEES, MANAGEMENT, AND STUDENTS
A. Train all new employees and students; this training can be built into basic orientation and
the curriculum.
B. Provide mandated training programs to employees and students.
1. Depending on the types of classes your school provides, training may be required on
the following:
a) Emergency procedures
b) Fire prevention and the use of fire extinguishers
c) Respiratory protection
d) Occupational noise exposure
e) Woodworking machinery
f) Welding
g) Asbestos handling
h) Hazard communication
i) Hazardous waste handling
2. Training is also recommended for video display terminal operators.
3. Direct supervisors should receive the same training as their students or subordinates.
C. Train safety representatives and hazard prevention committees
1. Training can enhance the ability of students and employees to carry out the functions
listed above. In particular, they may wish to obtain training in computerizing the
program, investigation of injuries or other incidents, safety and environmental record
keeping. Hazard identification and control, industrial hygiene fundamentals, or
environmental regulations.
2. Outside training opportunities provide an essential means for safety, health, and
environmental personnel to network with and learn from programs in other schools.
D. Training assistance may be obtained from various safety and health organizations, local
industry and regulating agencies.
15
IV. MANAGEMENT COMMITMENT
A. Top administration must be involved. The school board, superintendent, school principal,
and top school administrators should all be leaders in implementing the program. They
should stay informed and involved.
B. Develop a written safety and health policy.
1. Top administration should issue a written policy supporting a safe and healthy
environment in the schools.
2. This policy may take the form of one or more policy statements or a policy manual
that covers issues ranging from safety procedures to energy conservation.
3. The policy should be posted and/or issued to all employees and students.
C. Assure adequate personnel resources
1. Assign appropriate individuals responsibility for the functions listed in the remaining
sections of this chapter. It is important to select people who are competent and
motivated, and who have the skills and adequate resources to do the job.
2. Make sure they are given adequate time to do the job.
D. Assure adequate financial resources
1. Money must be allocated for the safety and health program.
2. Make sure they are given adequate time to do the job.
E. Evaluate program performance regularly
1. The occupational safety and health and environmental safety program should be a
part of all performance reviews, including those of top administration, teachers, and
students.
2. Acknowledge those who have been involved in identifying and correcting hazards
and working safely.
V. EMPLOYEE AND STUDENT INVOLVEMENT
A. Establish a hazard prevention committee
1. A Hazard Prevention Committee should be composed of representatives of
management, school employees, and perhaps students.
2. For such a committee to succeed it should be selected carefully; have a clear idea of
its mission, power, and functions; and be skilled in conducting effective meetings.
3. This committee can do the following:
a) Take on many of the functions described below that are too much for any one
person
b) Seek immediate input from all areas of the school, such as the classroom,
maintenance, and purchasing
c) Brainstorm by creatively combining and modifying ideas from many
perspectives
16
d) Improve communication among the various representatives
e) Prioritize hazard controls, training, and other activities in a way that is
satisfactory to all parties
f) Establish a procedure for reporting potential hazards using a written form.
B.
Communicate regularly
1. Use newsletters, bulletin boards, paycheck envelopes, and class time to
communicate new procedures and new safety assignments and to introduce new
committee members.
2. Keep the program on people’s minds. Make safety, health, and the environment a
regular item on the agenda of staff, board, union, and PTA meetings.
3. Post committee minutes, reports, surveys, and (especially) memos referring to
problems, solutions, and achievements.
C. Develop a hazard-reporting procedure
1. Students and employees should be encouraged to look for and report potential
hazards to the Safety and Health Coordinator, or to the chairperson of the Hazard
Prevention Committee.
2. Students may also report hazards to a teacher, the School Principal, or to another
responsible adult. The person who discovers the hazard should then fill out the
designated form and submit it to the Safety and Health Coordinator for follow-up
action.
3. Students should fill out this form with the help of the Safety and Health Coordinator.
Teachers, safety committees, and supervisors should not be discouraged if only small parts of
an occupational safety and health environmental safety program are in place early in the
program. It takes time, money, and persistence to have a good program. Each new step is a
great improvement over the way things were run before the program was in place.
17
PART 2:
CURRICULUM
CONTENT
18
CURRICULUM CONTENT
Introduction
Vocational/technical instruction is important not only for the knowledge and skills that it
provides for the learner but, perhaps even more so, for the attitudes it imparts to the learner.
These attitudes will, in large part, influence the manner in which the learner will employ his/her
newly gained knowledge and skills. They become a formidable influence for the remainder of
the learner’s life.
The Two-Fold Objective
One of the most important attitudes a young person can pick up is a healthy respect for
safety and health on the job. This attitude affects not only the learner, but all of the others with
whom he/she will associate. Someday their very lives may depend on having assumed a deepseated conviction that the only way to do a job is the safe way. Therefore, as an educator, you
have a two-fold objective: First, to provide the job knowledge base in the area of your own
expertise in the best possible manner you can. You must provide both the manual and mental
skills that will best prepare the future worker for his/her job in this increasingly complex,
technical world. In addition, an integral part of the instructional process must be safe methods
for doing each and every job. They must be taught, not as the best way to do a job, but as the
ONLY way to do a job. In other words, if a job is not performed safely, it is not performed
correctly.
Purposes of the Manual
Therefore the Manual serves two purposes:
1.
It provides guidelines that can be used to develop inspection checklists that can be used
for your instructional facilities. Students will recognize the measures that you have
implemented to make a workplace safe. They can participate in the inspections. When
they go into the workplace of their eventual employment, they will be equipped to
recognize the safety measures that are already in place, and they will know how to add
what needs to be done to complete the safety and health process. The guidelines are
found in Part 3: Inspection Worksheets.
2.
The Manual also provides five basic elements that should be incorporated into your
instructional materials to teach principles of safety and health along with the technical
content of the curriculum. These elements should become an integral part of the
instructional method, as if it were the only way to teach and perform the job. Students
should understand that there is no alternative way to work other than the safe way.
19
Five Curriculum Elements

Safe Job Procedures: Each lesson plan must include emphasis on the step-by-step
procedures to accomplish the project. Students must learn that the only way to do the job is by
following the procedures. Short cuts are not permitted. Changes in procedures are allowed only
when it can be shown that they are as safe, or safer, than the original procedures. As the
instructor, you set both the tone and demonstrate the example of how it’s done by your own work.
Make certain it is exemplary. You will be the most memorable influence they will have.

Clean Workplace: Workplace housekeeping is probably the clearest indicator of the amount
of emphasis that a safety program is getting. Safety professionals learned long ago that the
impressions they get in the first few minutes on the job regarding the general cleanliness and
order of the work site are accurate predictors of the rest of the safety program. Each classroom
lesson must emphasize the importance of complete and thorough cleanup at the end of each
work period. The lesson should also point out that hazards, such as spills, etc., may be created
while work progresses, and when this occurs, the project should be halted temporarily while the
situation is corrected. Then work can continue.

Well-Maintained Equipment and Machinery: Instruction must include how to inspect
machinery for signs of wear and damage. It must include proper preventive maintenance
intervals and techniques. It must also include the proper and safe way to remove a defective
piece of equipment from service and to secure it so that it cannot be used until the repairs have
been completed.

Proper Use of Machines and Equipment: Students must learn that machine guards have a
critical purpose that must never, under any circumstances, be circumvented. A machine must
never be operated without all of its guards in place. If a student feels awkward, or clumsy using
the guards, special attention should be provided until he/she feel comfortable with the guards in
place.
In a similar fashion, a student should always be taught the importance of using the proper tool for
the job, and the right way to use that tool. Operating parameters such as adjustments, speeds,
and other important factors must all be included. New trainees should be taught with the
objective in mind that they will become experts on their equipment, and they can take great pride
in their work and their newly acquired skills.

Personal Responsibility and Integrity: Finally, the entire structure of workplace safety and
health rests upon the two pillars of responsibility and integrity. Students must understand that
honesty is not just the best policy -- it is the ONLY policy. They must learn that, where workplace
safety and health are concerned, reporting accidents promptly and accurately is of paramount
importance. Problems can be corrected and hazards eliminated only when there is adequate
factual information. Hiding details to avoid taking responsibility leads to exercises in futility when
trying to correct problems. As an instructor, you contribute by helping the student understand that
an accident investigation is not an attempt to lay blame upon someone, but rather, an effort to
find the sequence of events that went wrong, and to correct them so they will not occur again.
20
PART 3:
INSPECTION
WORKSHEETS
21
EMERGENCY PROCEDURES WORKSHEET
INSTRUCTIONS: Use the following worksheet as a guide to conduct a survey of instructional
facilities. Answer each of the bulleted () questions by circling the answer that applies to the
condition at your facility. Note that one of the answers for each question is “red.” If any of the
answers you circled are “red,” it is the sign of a condition that may indicate a possible hazard.
For every “red” answer marked, write a brief description of the deficient condition observed, in
the space provided at the end of the worksheet.
See Appendix F: Emergency Procedures for additional guidance materials.
Please Circle
the
Appropriate
Answer
1.0
PART 1: HAZARD IDENTIFICATION
1.1
Injuries and Illnesses
 Are provisions made in advance of any project
or class involving potential hazards for prompt
medical attention in case of any injury?
Y N N/A
 Is an injury/illness response program in place?
Y N N/A
 Have persons with disabilities and/or chronic
illnesses been identified?
Y N N/A

Are medical personnel available for advice and
consultation?
Y N N/A

If emergency medical care is not readily available,
Y N N/A
is a certified person available to render first aid?
Certified person: a person who has a valid certificate
in first-aid training from the American Red Cross, or
equivalent training that can be verified by documentary
evidence.

Are first-aid supplies readily available?
22
Y N N/A
1.2

Are first-aid supplies in a weatherproof container
with individual sealed packages for each type of
item?
Y N N/A

Are first-aid supplies checked to replace expended
items on a regular basis?
Y N N/A

Is transportation available for taking an injured or
ill person to medical care if necessary, or is a
communication system available for contacting an
ambulance service?
Y N N/A

Are telephone numbers of physicians, hospitals, or
ambulances conspicuously posted?
Y N N/A
Emergency Response

Has an Emergency Action Plan and procedures to
respond to emergency situations been established?
Y N N/A

Have high potential hazards such as fire hazards,
hazardous materials locations, hazardous equipment
locations and other hazards and issues specific
to the site been identified?
Y N N/A

Have emergency systems (i.e., fire alarms,
sprinkler systems, etc.) and emergency equipment
used for fire and spill control. etc., been identified?
Y N N/A

Is there a procedure to account for all persons
on site in the event of an emergency?
Y N N/A

Have personnel responsibilities for rescue and
medical emergencies been established?
Y N N/A

Have mechanisms to report emergency situations
to proper authorities established?
Y N N/A

Are evacuation route maps posted in designated
Y N N/A
areas to display: emergency exits, primary and
secondary exit routes, locations of fire extinguishers,
fire alarm pull station locations, and assembly points?

Are all emergency procedures reviewed and
updated on a regular basis?
23
Y N N/A
1.3
2.0
Training

Are all personnel and students instructed on injury,
Illness, emergency response procedures and their
specific roles, on a regular basis?
Y N N/A

Do designated “Certified Persons” obtain and
maintain their certifications through the American
Red Cross or other qualified organizations?
Y N N/A

Are periodic drills conducted to prepare students
and personnel in the event of an emergency?
Y N N/A
PART 2: HAZARD EVALUATION & PRIORITIZATION
This part of the worksheet enables you to examine each of the potential hazards (the
red answers) that were identified in PART 1: HAZARD IDENTIFICATION, and to assign
it a value corresponding to its relative risk. Relative risk is usually defined in terms of
three factors: (1) severity; (2) frequency/probability; and (3) exposure. Each of these
factors is described below, and the point values are provided for the corresponding
degree of risk. Note that the greater the risk, the higher the point value.
2.1
Severity: Consider the potential losses or destructive and disruptive
consequences that are most likely to occur if any of the hazards that have been
identified in PART 1: HAZARD IDENTIFICATION, result in an actual incident.
The following point values are suggested:
 4 points – Catastrophic – Loss of life; permanent disability;
loss of entire facility; permanent
 3 points – Critical – Severe injury or illness with lost time;
major property damage; no permanent disability or fatality;
interruption of activities for extended period of time
 2 points – Marginal – Minor injury or illness; minor property
damage; interruption of activities for more than one day
 1 point – Negligible – Probably no injury or illness; no loss
other than interruption of activities for a short period of time
2.2
Frequency/Probability (Likelihood of Occurrence): Consider
the probability that a loss would occur. Ask yourself the following
key questions: How likely is it that things will go wrong as a result
of the hazard that has been identified? How often is the activity
which creates the hazard performed? How often is the hazard
present? Use the following point values:
 3 points – High probability of occurrence
 2 points – Moderate probability of occurrence
 1 point – Low probability of occurrence
24
2.3
Exposure: Consider the number of persons (students and faculty)
who could be potentially affected by a worse case scenario
caused by each of the potential hazards that have been identified.
The following point values are suggested:
 3 points – Many persons are affected frequently
 2 points – A few persons are affected frequently
 1 point – A few persons are affected up to a few times per day
2.4
Prioritization: Based on the analysis, above, and using this
Hazard Prioritization Matrix, prioritize the hazards identified in Part
1 and evaluated in Parts 2.1, 2.2, 2.3.
Step 1: List each of the hazardous conditions that you have
identified in Part 1 of the worksheet in the first column.
Step 2: Based on the criteria given above in Parts 2.1, 2.2 and
2.3, assign a point value for each hazard in each of the three
columns.
Step 3: Add up the point values, horizontally, for each of the
hazards.
Step 4: Rearrange the hazards that were identified in descending
order with the one with the highest total point value first, then the
one with the next-highest point value; and so on.
Hazard Prioritization Matrix
Hazard
Identified
Severity
Probability
25
Exposure
Total
Points
Step 5: You have just developed a list of the potentially hazardous
conditions existing at your school facility, based on their relative
priority.
The items on the prioritized list with the highest point value will generally be those that
are most serious, and should receive the greatest attention in terms of resources
expended to eliminate it. As with all organizations, especially educational institutions,
your resources are without limitations. There is a finite amount of money, time, and
personnel available to solve these problems. By prioritizing the hazards, and
concentrating on those with the highest priority, you will concentrate on the “worst first.”
This is the smart way to allocate limited resources and, even though you might not get
all the way through the list, you will have the satisfaction and peace of mind that comes
with dealing with the “really important” problems first.
3.0
PART 3: HAZARD CONTROL MEASURES
The last part is to implement those control measures that will either eliminate or
minimize hazards to the point where they will become acceptable. Also, you will be
applying these control measures to the most serious hazards first, then to the next-mostserious, and so on.
Most control measures fall into one or more of three categories. They are (1)
engineering controls; (2) administrative controls; and (3) personal protective equipment
(PPE). This is not only a listing of the three types, but it is also the preferred sequence
for applying the controls, as engineering controls are the most effective way to control a
hazard, followed by administrative controls and finally by PPE. Many times, the most
effective controls are a blending of all three types.
3.1
Engineering Controls: Usually engineering controls are considered the most
effective because, if they are successful, they eliminate the hazard, or remove it
from the presence of people. When applying engineering controls, look for ways
to design or redesign hazardous situations or equipment, to substitute safer
materials in the place of dangerous ones, and ways to install guards or other
protective devices.
3.2
Management/Administrative Controls: Management/administrative controls
are next in line to be applied in the control of a hazard because they are the
direct responsibility of the persons who are operating the facility. In an
educational environment, that means the administration and faculty. These
controls involve such things as: implementation and enforcement of safe policies
and procedures; limitations on the exposure to hazards through work
assignments, number of persons involved in an activity, etc., and similar
approaches.
26
3.3
Personal Protective Equipment (PPE): The last approach to hazard control
involves the use of PPE. This is because PPE does not eliminate the hazard but,
rather, only establishes a barrier or shield between the hazard and the exposed
person. If the exposed person does not have the correct type of PPE, or does not
use it properly, then that person will be exposed to the full effect of the hazard.
27
ENVIRONMENTAL PROTECTION
WORKSHEET
INSTRUCTIONS: Use the following worksheet as a guide to conduct a survey of the
instructional facility. Answer each of the bulleted () questions by circling the answer that
applies to the condition at your facility. Note that one of the answers for each question is “red.” If
any of the answers you circled are “red,” it is the sign of a condition that may indicate a possible
hazard. For every “red” answer marked, write a brief description of the deficient condition
observed, in the space provided at the end of the worksheet.
See Appendix E: Indoor Quality for additional guidance material.
Please Circle
the
Appropriate
Answer
1.0
PART 1: HAZARD IDENTIFICATION
1.1
Air Pollution Control
1.1.1
1.1.2
Air Pollution Control Permits

Are air pollution permits on file for the equipment
or operations permitted under State regulations?
Y N N/A

Is a procedure in place to ensure air pollution
control permits and certificates are applied for and
received before the installation and operation of
new equipment?
Y N N/A
Requirements for Gasoline-Powered Engines

Is the removal of any emission control device
from a gasoline-powered engine prohibited except
during repairs or replacement activities?
Y N N/A

When catalytic converters are replaced on auto-
Y N N/A
28
mobiles, are they only replaced by the same
type of converter as the original (i.e. oxidation,
three-way, or three-way plus oxidation), and are
they the same type of converter specified by the
vehicle catalog?
1.1.3
Volatile Organic Compound (VOC) Surface Cleaners

Are all tanks that contain VOC equipped with a
Y N N/A
lid to prevent evaporation or escape of vapors
when the tank is not in use? (e.g., autobody shops,
metalworking shops, etc.)
Note: Questions 5B12 are based on EPA Reasonable
Available Control Technology (RACT) guidelines for
solvent cleaners (Reference 1).

Do all unheated open-top surface cleaners with
openings between 6 and 25 square feet (autobody
shops)
a) have a high liquid mark to prevent overfilling?
b) have a wand that produces mist or droplets
or delivers spray below 15 pounds per square
inch (psi)?
c) have a freeboard ratio of 0.5 or greater?
Y N N/A

Do all unheated open-top surface cleaners with
openings >25 square feet have either
(1) a freeboard ratio of 0.75 or greater, or
(2) a freeboard ratio of 0.5 or greater and
separation from windows, exhaust systems,
and other sources of drafts?
Y N N/A

Do all heated open-top and surface cleaners have
Y N N/A
the following?
a) a thermostat that automatically maintains
temperature below the boiling point of the
liquid,
b) a cover that is kept closed except when processing
parts,
c) no agitating system that can cause splashing,
and
d) a freeboard ratio >0.75?

In addition to meeting the above conditions, do all
conveyorized surface cleaners have
a) a condenser with heat removal capacity greater
29
Y N N/A
than the input into the bath,
b) a freeboard chiller or a vapor control system,
c) covers protecting the conveyor inlet,
d) outlet ports for reduction of losses when the
cleaner is not in use, and
e) hanging flaps when the unit is in use?
1.1.4

Do written standard operating procedures govern the Y N N/A
proper use, inspection, and maintenance of all surface
cleaners?

Have all persons using this equipment been trained in Y N N/A
these standard operating procedures?

Are copies of the standard operating procedures
located at the cleaner?
Surface Coating and Graphic Arts

1.1.5
1.1.6
Y N N/A
Are all surface-coating operations done with controls
to prevent emissions of VOCs? (paint spray booths,
graphic arts shops) [RACT Reference 2, RACT
Reference 3]
Y N N/A
Dry Cleaning Operations

Are petroleum-using dry cleaning operations with a
manufacturer’s total dryer capacity equal to or
greater than 84 pounds equipped with a cartridge
filter?
Y N N/A

Are all solvent filtration systems operated so that
cartridge filters are allowed to drain for 8 hours
before removal?
Y N N/A

Are all leaking washers, dryers, filters, etc. that
Y N N/A
could result in VOC emissions corrected immediately?

Is information about leak inspection and repair
procedures clearly posted?
Y N N/A
Dry Cleaning Operations Using Perchloroethylene

Are all dry cleaning machines connected to a
30
Y N N/A
properly operated and maintained air pollution
control device?
1.1.7
1.2

Are all transfer dry cleaning units operated in a
room or enclosure that vents all solvent vapors to
an air pollution control device?
Y N N/A

Are policies in place to prevent the venting or
release of perchloroethylene vapors at any time?
Y N N/A


Is a complete check for leaks performed weekly?
Are condenser control devices operated at less
than 45ºF?
Y N N/A
Y N N/A

Are the exhaust emissions from carbon absorbers
checked weekly?
Y N N/A
Toxic Substances

Do all cold-cleaning machines using toxic
substances have a 1-inch layer of water on the
solvent surface, or a freeboard ratio of 0.75 or
more?
Y N N/A

Are all waste solvents stored in closed containers
with pressure relief systems?
Y N N/A

Are all spills cleaned up immediately, and are the
wipe rags stored in covered containers?
Y N N/A

Do all heated-vapor machines have a device to
shut off the sump heater if the solvent levels drop
to the heater coils?
Y N N/A

Are all heated-vapor machines provided with a
pollution control device designed to keep emissions
below 0.045 lbs/hour?
Y N N/A

Are standard operating procedures written for all
open-top surface cleaners that contain toxic
substances?
Y N N/A

Do all persons using this equipment receive training
in and adhere to the standard operating procedures?
Y N N/A
Indoor Air Quality
31
1.2.1
General

Is someone designated to develop and implement
an indoor air quality management plan for your
school district?
Y N N/A

Does your district have an indoor air quality
management plan that includes steps for preventing
and resolving indoor air quality problems?
Y N N/A

Has your school district been tested for radon, and
have radon-mitigation systems been installed where
needed?
Y N N/A

Does your school district use integrated pest
management principles in all areas?
Y N N/A

Is spot-treatment of pesticides used to control
infested areas?
Y N N/A

Are all pesticide applicators trained in the safe
use of pesticides?
Y N N/A

Have painted surfaces in your district been tested
for lead-based paint, and has a lead control or
removal program been implemented?
Y N N/A

Are school buildings inspected once or twice each
year for conditions that may lead to indoor air quality
problems?
Y N N/A

Is a preventive maintenance schedule established
Y N N/A
and in operation for the heating, ventilation, and air
conditioning (HVAC) system? Is the schedule in
accordance with the manufacturer’s recommendations
or accepted practice for the HVAC system?

Does the HVAC preventive maintenance schedule
Y N N/A
include the following: checking and/or changing air
filters and belts, lubricating equipment parts, checking
the motors, and confirming that all equipment is in
operating order?

Are damaged or inoperable components of the
32
Y N N/A
HVAC system replaced or repaired as appropriate?

Are reservoirs or parts of the HVAC system with
Y N N/A
standing water checked visually for microbial growth?

Are water leaks that could promote growth of
biologic agents promptly repaired?
Y N N/A

Are damp or wet materials that could promote
growth of biologic agents promptly dried, replaced,
removed, or cleaned?
Y N N/A

Are microbial contaminants removed from ductwork,
humidifiers, other HVAC, building system
components, and from building surfaces (i.e.,
carpeting and ceiling tiles) when found during regular
or emergency maintenance activities or visual
inspection?
Y N N/A

Is general or local exhaust ventilation used where
housekeeping and maintenance activities could
reasonably be expected to result in exposure to
hazardous substances above applicable exposure
limits?
Y N N/A

When point sources generate airborne concentrations Y N N/A
of contaminants above applicable limits, local
exhaust ventilation or substitution used to reduce
the exposure concentrations to below the limits?

When the carbon dioxide level exceeds 1,000
parts per million, is the HVAC system checked and
repaired as necessary to ensure the system is
operating properly?
Y N N/A

When the temperature is outside of the range of
68 to 79ºF, is the HVAC system checked and
repaired as necessary to ensure the system is
operating properly?
Y N N/A

Are humidity levels maintained between 30% to
60% relative humidity?
Y N N/A

When a contaminant is identified in the make-up
Y N N/A
33
air supply, is the source of the contaminant
eliminated, or are the make-up inlets or exhaust
air outlets relocated to avoid entry of the contaminant
into the air system?
1.2.2
1.2.3

If buildings do not have mechanical ventilation,
are windows, doors, vents, stacks, and other
portals used for natural ventilation operating
properly?
Y N N/A

Are complaints promptly investigated that may
involve a building-related illness?
Y N N/A
Smoking

Is smoking in school buildings prohibited except
as part of a classroom instruction or a theatrical
production?
Y N N/A

Do written district board of education policies and
procedures prohibit smoking in school buildings?
Y N N/A
Renovations and Remodeling

During renovation work or new construction, are
local ventilation or other protective devices used to
safeguard employees and students from dust,
stones, other small particles, and toxic gases, which
may be harmful in certain quantities?
Y N N/A

Are renovation areas in occupied buildings isolated
so that dust and debris is confined to the renovation
or construction area?
Y N N/A

Are precautions implemented in case lead-based
paint is disturbed during renovation or new
construction?
Y N N/A

When renovating or during new construction, are
product labels checked, or is information obtained
on whether paints, adhesives, sealants, solvents,
insulation, particleboard, plywood, floor coverings,
carpet backing, textiles or other materials contain
volatile organic compounds that could be emitted
during regular use?
Y N N/A

Are employees notified at least 24 hours in
Y N N/A
34
advance, or promptly in emergency situations, of
work to be performed on the building that may
introduce air contaminants into their work area?
1.2.4
1.3
Shafting

Is the maintenance schedule updated to show all
maintenance performed on the building systems?

Does the maintenance schedule include the dates
Y N N/A
that the building systems maintenance was
performed and the names of the persons or companies
performing the work?

Are maintenance schedules retained for at least
three years?
Y N N/A
Y N N/A
Hazardous Waste Management
1.3.1
Generators of Regulated Amounts of Hazardous Waste

Does the container storing hazardous waste meet
US Department of Transportation container
requirements?
Y N N/A

Is the container storing hazardous waste in good
condition?
Y N N/A

Is the container storing hazardous waste compatible
with the waste material? (For instance, solvents and
paint waste should be placed in steel drums, but
acidic or alkaline waste should not be placed in
steel drums.)
Y N N/A

Is the container storing hazardous waste kept
securely closed when not in use?
Y N N/A

Are unused keyways filled up or covered?
Y N N/A

Is the container storing hazardous waste at or
near the point of generation and under the operator’s
control?
Y N N/A

Is the container storing hazardous waste marked
with the words “Hazardous Waste”?
Y N N/A

If the container is being shipped for disposal,
Y N N/A
35
have arrangements been made for a Licensed
Treatment, Storage, and Disposal (TSD) facility
to accept your hazardous waste?
Note: Although the school is responsible for
completing manifest forms, the TSD facility handling
your waste should be consulted about completing
the paperwork necessary to ship hazardous waste.

If the container is being shipped for disposal, have
arrangements with a registered Hazardous Waste
Hauler been made for transport of wastes to the TSD
facility?
Y N N/A

Have hazardous waste manifests been completed
for all shipments of hazardous wastes within
your state (or other state’s Manifest for shipments
to other states)?
Y N N/A

Has a copy of the manifest with the signature of the
initial transporter and date of shipment been retained
by the school?
Y N N/A

Has the hauler been supplied with all remaining
copies of the manifest?
Y N N/A

Have “Land Ban” forms been completed prohibiting
land disposal of affected wastes unless treated
below regulatory levels?
Y N N/A

Have appropriate markings and labels been
affixed to containers prior to shipment?
Y N N/A

Has the hauler’s vehicle been inspected by
the generator (or his/her designee) to ensure
proper placarding before leaving the generator’s
premises?
Y N N/A

Has the school kept a copy of each signed
manifest for at least three years; or until a copy is
received from the owner and operator of the
facility that received the waste, for at least three
years?
Y N N/A

Has the school prepared and submitted a copy of
Y N N/A
36
a Biennial Report to the EPA Regional Administrator
by March 1 of each even numbered year for all
hazardous waste shipped off-site for treatment,
storage or disposal?
1.3.2
1.3.3
Satellite Accumulation Sites

Is the quantity of acutely toxic waste less than 55
Gallons, or less than 1 quart for acutely toxic waste?

If the quantities of hazardous waste exceed the
Y N N/A
amounts in the previous question, are the containers
moved within three days to a less than 90-day
accumulation area, or off-site to an authorized facility?
Y N N/A
Small Quantity Generator (Generate between 100 and 1000
Kilograms of Hazardous Waste Per Month)

Have hazardous waste containers been
accumulated at your facility for 180 days or less?
Note: If you store hazardous waste for more than
180 days, additional regulations apply which are
not covered in this checklist. Contact your state
environmental agency for additional information.
The quantity of waste accumulated on-site may
never exceed 6000 kilograms. Wastes may be
stored longer than 180 days for certain situations.
Y N N/A

Are containers marked with accumulation start
date?
Y N N/A

Are container labels visible?
Y N N/A

Are containers segregated according to waste
type?
Y N N/A

Are the containers inspected weekly?
Y N N/A

Is there adequate aisle space between
container rows?
Note: 18 inches between single stacked drums
and 30 inches between double or triple stacked
drums.
Y N N/A

Is there immediate access to communication or
Y N N/A
37
alarm systems whenever hazardous waste is
poured, mixed, or handled?

Is there an adequate supply of fire extinguishers
and spill control equipment in the accumulation
area?
Y N N/A

Is there adequate water pressure to supply fire
hoses?
Y N N/A

Is the fire fighting equipment, communications
and alarm equipment, and decontamination
equipment, spill control and water supply tested
and maintained?
Y N N/A

Have the police, fire department and emergency
response teams been familiarized with the layout
of the facility?
Are there written agreements with emergency
response contractors and equipment suppliers?
Y N N/A

Have arrangements been made with the local
hospitals to familiarize them with the properties
of the hazardous waste handled at your facility
and the types of injuries, which may result from
contact with these wastes? (This is usually a
letter to the local hospitals identifying the wastes
generated and the types of injuries that result
from contact with the waste.)
Y N N/A

Is there an emergency coordinator on site or on
call who is available to respond to an emergency?
Note: The emergency coordinator or his designee
must respond to any emergencies that arise.
Y N N/A

Is the following information posted next to the
telephone: the name and address of the
emergency coordinator; the location of fire
extinguishers and spill control material, and, if
present, fire alarm; and the telephone number
of the fire department, unless the facility has a
direct alarm?
Y N N/A

Note: In the event of a fire, explosion or other
38
Y N N/A
release, which could threaten human health outside
the facility or when the generator has knowledge
that a spill has reached surface water, the generator
must immediately notify the National Response
Center (using their 24-hour toll free number 800-424-8802.)
1.3.4

Are all employees thoroughly familiar with proper
Y N N/A
waste handling and emergency procedures, relevant
to their responsibilities during normal facility operations
and emergencies?

Has the school notified the EPA Regional
Administrator of any manifests that were not
received for shipments made to a designated
facility within 60 days?
Y N N/A
Large Quantity Generator (Generate More than 1000 Kilograms of
Hazardous Wastes Per Month)

Have hazardous waste containers been accumulated
at your facility for 90 days or less?
Note: If you store hazardous wastes for more than
90 days, additional regulations apply which are not
covered in this checklist. Contact The Louisiana
Department of Environmental Quality (LDEQ) at
225-342-1234 for additional information.
Y N N/A

Are containers marked with accumulation start
dates?
Y N N/A

Are container labels visible?
Y N N/A

Are containers segregated according to waste
type?
Y N N/A

Are the containers inspected weekly?
Y N N/A

Are containers of ignitable and reactive wastes
located greater than 50 feet from the facility’s
property line?
Y N N/A

Is there adequate aisle space between container
rows?
Y N N/A

Is there immediate access to communication or
Y N N/A
39
alarm systems whenever hazardous waste is poured,
mixed, or handled?

Is there an adequate supply of fire extinguishers
and spill control equipment in the accumulation
area?
Y N N/A

Is there adequate water pressure to supply fire
hoses?
Y N N/A

Is the fire fighting equipment, spill control and
water supply tested and maintained?
Y N N/A

Have the police, fire department and emergency
response teams been familiarized with the layout
of the facility?
Y N N/A

Are there written agreements with emergency
response contractors and equipment suppliers?
Y N N/A

Have arrangements been made with the local
hospitals to familiarize them with the properties
of the hazardous waste handled at your facility
and the types of injuries which may result from
Y N N/A
contact with these wastes? (This is usually a
letter to the local hospitals identifying the wastes
generated and the types of injuries that result
from contact with the waste.)

Has a contingency plan been developed describing
the actions to be taken by facility personnel in the
event of a fire, explosion or hazardous materials
release?
Y N N/A

Does the plan describe arrangements with
local authorities including fire police, and
emergency medical services personnel, for
handling such emergencies?
Y N N/A

Does the plan list telephone numbers for the
emergency coordinator and alternates?
Y N N/A

Does the plan list the locations and capabilities
Y N N/A
40
of emergency equipment kept at the school
including fire extinguishers, spill control equipment
and communications and alarm systems and
decontamination systems?

Does the plan include primary and alternate
evacuation routes for students and faculty?
Y N N/A

Is a copy of the plan available at the school for
Inspection?
Y N N/A

Has a copy of the plan been forwarded to
local emergency agencies including police,
fire emergency medical, the local emergency
planning committee, and any emergency
response contractors who may be called upon
during an incident?
Y N N/A

Are there provisions for updating the Contingency
Plan as operations and/or personnel change?
Y N N/A

Is the training program directed by a person
trained in hazardous waste management
procedures?
Y N N/A

Is the training program designed to ensure that
personnel are able to respond effectively?
Y N N/A

Does the training program include:
i) Procedures for using, inspecting, repairing, and
replacing facility emergency and monitoring
equipment;
ii) Key parameters for automatic waste feed cut-off
systems;
iii) Communications for alarm systems;
iv) Response to fires or explosions;
v) Response to ground-water contamination
incidents; and
vi) Shutdown of operations.
Y N N/A

Does the plan include provisions for:
a)The use of personnel safety equipment?
b) Procedures for using facility emergency and
monitoring equipment?
Y N N/A
c) Procedures for utilizing communications
41
or alarm systems?
d) Response procedures for fires and explosions?
e) Ground water contamination response procedures?

Is training provided for all employees of this facility
within 6 months of the date of employment, or
assignment to an area involving the handling of
hazardous waste?
Y N N/A

Is training reviewed annually?
Y N N/A

Is training documented with the following
Information: 1) Job title for each position and
the name of the person filling each job; 2) A written
job description; 3) A description of the training given;
and 4) Documentation of actual training?
Y N N/A

Are training records maintained for at least three
(3) years?
Y N N/A

Has the school contacted the transporter and/or
owner or operator of the designated facility of any
manifests which were not received for shipments
made to a designated facility within 35 days?
Y N N/A

Has an Exception Report been submitted to the
EPA Regional Administrator if the generator has
not received a copy of the manifest within 45 days?
Note: Efforts to obtain the manifest must be
documented.
Are Biennial Reports and Exception Reports kept
on file for 3 years?
Y N N/A

2.0
Y N N/A
PART 2: HAZARD EVALUATION & PRIORITIZATION
This part of the worksheet enables you to examine each of the potential hazards (the
red answers) that were identified in PART 1: HAZARD IDENTIFICATION, and to assign
it a value corresponding to its relative risk. Relative risk is usually defined in terms of
three factors: (1) severity; (2) frequency/probability; and (3) exposure. Each of these
factors is described below, and the point values are provided for the corresponding
degree of risk. Note that the greater the risk, the higher the point value.
2.1 Severity: Consider the potential losses or destructive and disruptive consequences
that are most likely to occur if any of the hazards that have been identified in PART
1: HAZARD IDENTIFICATION, result in an actual incident. The following point values
are suggested:
42
 4 points – Catastrophic – Loss of life; permanent disability;
loss of entire facility; permanent
 3 points – Critical – Severe injury or illness with lost time;
major property damage; no permanent disability or fatality;
interruption of activities for extended period of time
 2 points – Marginal – Minor injury or illness; minor property
damage; interruption of activities for more than one day
 1 point – Negligible – Probably no injury or illness; no loss
other than interruption of activities for a short period of time
2.2 Frequency/Probability (Likelihood of Occurrence): Consider the
probability that a loss would occur. Ask yourself the following key
questions: How likely is it that things will go wrong as a result of the
hazard that has been identified? How often is the activity which
creates the hazard performed? How often is the hazard present? Use
the following point values:
 3 points – High probability of occurrence
 2 points – Moderate probability of occurrence
 1 point – Low probability of occurrence
2.3 Exposure: Consider the number of persons (students and faculty)
who could be potentially affected by a worst case scenario caused by
each of the potential hazards that have been identified. The following
point values are suggested:
 3 points – Many persons are affected frequently
 2 points – A few persons are affected frequently
 1 point – A few persons are affected up to a few times per day
2.4 Prioritization: Based on the analysis above, and using this Hazard
Prioritization Matrix, prioritize the hazards identified in Part 1 and
evaluated in Parts 2.1, 2.2, 2.3.
Step 1: List each of the hazardous conditions that you have
identified in Part 1 of the worksheet in the first column.
Step 2: Based on the criteria given above in Parts 2.1, 2.2 and
2.3, assign a point value for each hazard in each of the three
columns.
Step 3: Add up the point values, horizontally, for each of the
hazards.
Step 4: Rearrange the hazards that were identified in descending
order with the one having the highest total point value first, then
the one with the next-highest point value; and so on.
43
Hazard Prioritization Matrix
Hazard
Identified
Severity
Probability
Exposure
Total
Points
Step 5: You have just developed a list of the potentially hazardous
conditions existing at your school facility based on their relative
priority.
The items on the prioritized list with the highest point value will generally be those that
are most serious, and should receive the greatest attention in terms of resources
expended to eliminate it. As with all organizations, especially educational institutions,
your resources are not without limitations. There is a finite amount of money, time, and
personnel available to solve these problems. By prioritizing the hazards, and
concentrating in order on those with the highest priority, you will concentrate on the
“worst first.” This is the smart way to allocate limited resources and, even though you
might not get all the way through the list, you will have the satisfaction and peace of
mind that comes with dealing with the “really important” problems first.
3.0
PART 3: HAZARD CONTROL MEASURES
The last part is to implement those control measures that will either eliminate or
minimize hazards to the point where they will become acceptable. Also, you will be
applying these control measures to the most serious hazards first, then to the next-mostserious, and so on.
44
Most control measures fall into one or more of three categories. They are (1)
engineering controls; (2) administrative controls; and (3) personal protective equipment
(PPE). This is not only a listing of the three types, but it is also the preferred sequence
for applying the controls, as engineering controls are the most effective way to control a
hazard, followed by administrative controls and finally by PPE. Many times, the most
effective controls are a blending of all three types.
3.1 Engineering Controls: Usually engineering controls are considered the most
effective because, if they are successful, they eliminate the hazard, or remove it from
the presence of people. When applying engineering controls look for ways to design
or redesign hazardous situations or equipment, to substitute safer materials in the
place of dangerous ones; and ways to install guards or other protective devices.
3.2 Management/Administrative Controls: Management/administrative controls are
next in line to be applied in the control of a hazard because they are the direct
responsibility of the persons who are operating the facility. In an educational
environment, that means the administration and faculty. These controls involve such
things as: implementation and enforcement of safe policies and procedures;
limitations on the exposure to hazards through work assignments, number of
persons involved in an activity, etc., and similar approaches.
3.3 Personal Protective Equipment (PPE): The last approach to hazard control
involves the use of PPE. This is because PPE does not eliminate the hazard but,
rather, only establishes a barrier or shield between the hazard and the exposed
person. If the exposed person does not have the correct type of PPE, or does not
use it properly, then that person will be exposed to the full effect of the hazard.
45
HAZARD COMMUNICATION WORKSHEET
INSTRUCTIONS: Use the following worksheet as a guide to conduct a survey of the
instructional facility. Answer each of the bulleted () questions by circling the answer that
applies to the condition at your facility. Note that one of the answers for each question is “red.” If
any of the answers you circled are “red,” it is the sign of a condition that may indicate a possible
hazard. For every “red” answer marked, write a brief description of the deficient condition
observed, in the space provided at the end of the worksheet.
See Appendix K: Material Safety Data Sheets Guidelines for additional guidance materials.
Please Circle
the
Appropriate
Answer
1.0
PART 1: HAZARD IDENTIFICATION
1.1
Elements of a Hazard Communication Program
1.1.1
Hazard Communication Program
 Has a written hazard communication program
been developed, implemented, and maintained at
your worksite?
Y N N/A

Has a list of known hazardous chemicals at your
facility been prepared?
Y N N/A

Have methods been developed to inform
Personnel and students of the hazards of
Non-routine tasks?
Note: Such tasks may include emergency response
or equipment.
Y N N/A

Are methods developed for communicating
hazards to outside contractors or vendors who
may be exposed to hazardous chemicals at
your facility?
Y N N/A
46
1.1.2
1.1.3
Labels
 Are all containers of hazardous chemicals in the
workplace labeled, tagged, or marked with the
identity of the hazardous chemical(s)?
Y N N/A

Are all containers of hazardous chemicals in the
workplace labeled, tagged, or marked with the
appropriate warnings?
Y N N/A

Are all containers of hazardous chemicals in the
facility labeled, tagged, or marked with the name
and address of the chemical manufacturer,
importer, or other responsible party?
Y N N/A

If a container is received without a hazard warning
Y N N/A
label, is a good faith effort made to obtain the
missing information from the manufacturer or
supplier?
Note: Manufacturer are required to affix labels to
all containers of hazardous chemicals when they are
shipped. The following hazardous chemicals are
exempt from this labeling requirement, although
subject to other labeling requirements: pesticides,
foods, food additives, color additives, drugs, cosmetics,
medical devices, alcoholic beverages, consumer
products, hazardous waste, tobacco products, and
wood products.

Is removal or defacing of labels on incoming
containers of hazardous chemicals prohibited?
Y N N/A

Are labels or other forms of warning legible, in
English, and prominently displayed?
Y N N/A
Material Safety Data Sheets

Are material safety data sheets on hand for
each hazardous chemical used and identified
on the hazardous chemicals list?
Y N N/A

If a hazardous chemical has no material safety
data sheet, are attempts made to obtain one from
the chemical manufacturer or imported as soon as
possible?
Y N N/A

Are material safety data sheets for the hazardous
Y N N/A
47
chemical kept in the facility and made readily
accessible to personnel and students?
1.1.4
Information and Training

Is information and training on hazardous chemicals
in the worksite provided on initial assignment and
whenever new physical hazards or health hazards
are introduced into a facility area?
Y N N/A

Does the information provided include the
operations performed at the worksite where
hazardous chemicals are present?
Y N N/A

Does the information provided include the location
and availability of the written hazard communication
program, including the list of hazardous chemicals
and material safety data sheets?
Y N N/A

Does the training provided include information
about the methods and observations that may be
used to detect the presence or release of a
hazardous chemicals in a work area (such as
monitoring conducted by the employer, continuous
monitoring devices, visual appearance or odor of
hazardous chemicals when being released, etc.)?
Y N N/A

Does the training provided include information
about the physical hazards and health hazards of
the chemicals in the work area?
Y N N/A

Does the training provided include information
about the measures employees can take to
protect themselves from these hazards, including
procedures the school has implemented to protect
employees from exposures to hazardous chemicals
(appropriate work practices, emergency procedures,
and personal protective equipment)?
Y N N/A

Does the training provided include information
about the details of the hazard communication
program developed by the school; including
explanations of the labeling system, material safety
data sheets, and how employees can obtain and use
the appropriate hazard information?
Y N N/A
Definitions:
48
Article: a manufactured item other than a fluid or particle that (a) is formed to a
shape or design during manufacture, (b) has end use function(s) dependent in
whole or in part on its shape or design during end use, and (c) under normal
conditions of use does not release more than very small quantities, e.g., minute
or trace amounts of a hazardous chemical, and does not pose a physical hazard
or health risk to employees
Hazardous chemical: any chemical that is a physical hazard or a health hazard.
Health hazard: a chemical for which statistically significant evidence exists that
acute or chronic health effects may occur in exposed employees. This evidence
must be based on at least one study conducted in accordance with established
scientific principles.
Physical hazard: a chemical for which scientifically valid evidence exists that it is
a combustible liquid, a compressed gas, explosive, flammable, an organic
peroxide, and oxidizer, pyrophoric (self igniting), unstable (reactive) or waterreactive.
2.0
PART 2: HAZARD EVALUATION & PRIORITIZATION
This part of the worksheet enables you to examine each of the potential hazards (the
red answers) that were identified in PART 1: HAZARD IDENTIFICATION, and to assign
it a value corresponding to its relative risk. Relative risk is usually defined in terms of
three factors: (1) severity; (2) frequency/probability; and (3) exposure. Each of these
factors is described below, and the point values are provided for the corresponding
degree of risk. Note that the greater the risk, the higher the point value.
2.1 Severity: Consider the potential losses or destructive and disruptive consequences
that are most likely to occur if any of the hazards that have been identified in PART
1: HAZARD IDENTIFICATION, result in an actual incident. The following point values
are suggested:
 4 points – Catastrophic – Loss of life; permanent disability;
loss of entire facility; permanent
 3 points – Critical – Severe injury or illness with lost time;
major property damage; no permanent disability or fatality;
interruption of activities for extended period of time
 2 points – Marginal – Minor injury or illness; minor property
damage; interruption of activities for more than one day
 1 point – Negligible – Probably no injury or illness; no loss
other than interruption of activities for a short period of time
49
2.2 Frequency/Probability (Likelihood of Occurrence): Consider the
probability that a loss would occur. Ask yourself the following key
questions: How likely is it that things will go wrong as a result of the
hazard that has been identified? How often is the activity which
creates the hazard performed? How often is the hazard present? Use
the following point values:
 3 points – High probability of occurrence
 2 points – Moderate probability of occurrence
 1 point – Low probability of occurrence
2.3 Exposure: Consider the number of persons (students and faculty)
who could be potentially affected by a worst case scenario caused by
each of the potential hazards that have been identified. The following
point values are suggested:
 3 points – Many persons are affected frequently
 2 points – A few persons are affected frequently
 1 point – A few persons are affected up to a few times per day
2.4 Prioritization: Based on the analysis above, and using this Hazard
Prioritization Matrix, prioritize the hazards identified in Part 1 and
evaluated in Parts 2.1, 2.2, 2.3.
Step 1: List each of the hazardous conditions that you have
identified in Part 1 of the worksheet in the first column.
Step 2: Based on the criteria given above in Parts 2.1, 2.2 and
2.3, assign a point value for each hazard in each of the three
columns.
Step 3: Add up the point values, horizontally, for each of the
hazards.
Step 4: Rearrange the hazards that were identified in descending
order with the one having the highest total point value first, then
the one with the next-highest point value; and so on.
50
Hazard Prioritization Matrix
Hazard
Identified
Severity
Probability
Exposure
Total
Points
Step 5: You have just developed a list of the potentially hazardous
conditions existing at your school facility based on their relative
priority.
The items on the prioritized list with the highest point value will generally be those that
are most serious, and should receive the greatest attention in terms of resources
expended to eliminate it. As with all organizations, especially educational institutions,
your resources are not without limitations. There is a finite amount of money, time, and
personnel available to solve these problems. By prioritizing the hazards, and
concentrating in order on those with the highest priority, you will concentrate on the
“worst first.” This is the smart way to allocate limited resources and, even though you
might not get all the way through the list, you will have the satisfaction and peace of
mind that comes with dealing with the “really important” problems first.
3.0
PART 3: HAZARD CONTROL MEASURES
The last part is to implement those control measures that will either eliminate or
minimize hazards to the point where they will become acceptable. Also, you will be
applying these control measures to the most serious hazards first, then to the next-mostserious, and so on.
Most control measures fall into one or more of three categories. They are (1)
engineering controls; (2) administrative controls; and (3) personal protective equipment
(PPE). This is not only a listing of the three types, but it is also the preferred sequence
for applying the controls, as engineering controls are the most effective way to control a
51
hazard, followed by administrative controls and finally by PPE. Many times, the most
effective controls are a blending of all three types.
3.1 Engineering Controls: Usually engineering controls are considered the most
effective because, if they are successful, they eliminate the hazard, or remove it from
the presence of people. When applying engineering controls look for ways to design
or redesign hazardous situations or equipment, to substitute safer materials in the
place of dangerous ones; and ways to install guards or other protective devices.
3.2 Management/Administrative Controls: Management/administrative controls are
next in line to be applied in the control of a hazard because they are the direct
responsibility of the persons who are operating the facility. In an educational
environment, that means the administration and faculty. These controls involve such
things as: implementation and enforcement of safe policies and procedures;
limitations on the exposure to hazards through work assignments, number of
persons involved in an activity, etc., and similar approaches.
3.3 Personal Protective Equipment (PPE): The last approach to hazard control
involves the use of PPE. This is because PPE does not eliminate the hazard but,
rather, only establishes a barrier or shield between the hazard and the exposed
person. If the exposed person does not have the correct type of PPE, or does not
use it properly, then that person will be exposed to the full effect of the hazard.
52
FIRE PREVENTION AND PROTECTION
WORKSHEET
INSTRUCTIONS: Use the following worksheet as a guide to conduct a survey to determine the
level of fire prevention and protection readiness for the instructional facility. Answer each of the
bulleted () questions by circling the answer that applies to the condition at your facility. Note
that one of the answers for each question is “red.” If any of the answers you circled are “red,” it
is the sign of a condition that may indicate a possible hazard. For every “red” answer marked,
write a brief description of the deficient condition observed, in the space provided at the end of
the worksheet.
Please Circle
the
Appropriate
Answer
1.0
PART 1: HAZARD IDENTIFICATION
1.1
Facilities
1.1.1
Buildings and Functions

Are classroom and laboratory facilities separated?
Y N N/A

Are classes being conducted in more than one part
of the building at a time?
Y N N/A

Do classrooms, laboratories, offices, lavatories, and
other facilities empty into a common interior hallway?
Y N N/A

Does the building have more than one level or floor?
Y N N/A

If the building is multi-level, is there more than one
stairway leading to egress (exit) from the building?
Y N N/A

Are means of egress (exit) from the building clearly
marked?
Y N N/A
53

In the event of loss of power to the building, is
there battery-powered emergency lighting that
will be turned on automatically?
Y N N/A

Are exit facilities inspected daily to make sure
that all stairways, doors, and other exits are in
proper working condition?
Y N N/A

Are all exit paths free and unobstructed?
Note: Exit doors must not be locked, barred, or
blocked in such a way as to prevent exit from the
building.
Y N N/A

Are wedges or devices holding exit doors open
prohibited?
Y N N/A

Are all fire escapes, stairs, passageways, doors,
and windows free of obstructions that would interfere
the operation of the fire department?
Y N N/A

Are all fire doors tight fitting and in good operational
condition?
Y N N/A

Are all classroom doors self closing?
Y N N/A

Are openings in the walls, floors, or ceilings that
would contribute to the spread of fire from one
room to another repaired?
Y N N/A

Is the vertical clearance between sprinklers and
material below (such as head deflectors) at
least 18 inches?
Y N N/A

Are accumulations of flammable or combustible
waste materials and residues removed so that
they will not contribute to a fire?
Note: Examples of violations include open boxes
of papers stored under the stairs and stored empty
cardboard boxes.
Y N N/A

Is adequate clearance maintained between stored
Y N N/A
materials and light fixtures to prevent possible ignition?
54
1.2.1
1.2.2

Is the clearance between stored materials and unit
Y N N/A
heaters, radiant space heaters, furnace ducts, and
flues not less than three feet in all directions or in
accordance with the clearances shown on the approval
agency label?

Are furnishings or decorations of an explosive
or highly flammable character prohibited?
Y N N/A

Are decorative materials such as curtains,
draperies, streamers, and fabrics flame resistant?
Y N N/A

Do teaching materials and children’s artwork cover
20% or less of the wall area?
Y N N/A
Occupants

Are any of the occupants handicapped in anyway?
Y N N/A

Are there ever any individuals in the facility who are
not part of the regular occupants of the buildings?
Y N N/A

Are there ever times when there are only one or two
occupants in the building?
Y N N/A
Applicable Codes

Have the NFPA Building, Life, Safety and Electrical
Codes been identified and consulted for applicability
to this building and its purpose?
Y N N/A

Have municipality and school board safety codes
been identified and consulted for applicability to
this building and its purposes?
Y N N/A

Are all applicable codes being following regarding
the occupation use of this building?
Y N N/A

Are all applicable codes being followed regarding
the installation, use and maintenance of equipment
within the building?
Y N N/A
55
1.3 Materials and Equipment
1.3.1
1.3.2
1.3.4
Flammable and Combustible Materials

Are flammable materials of any kind stored or used
in the area? Flammable materials are usually in
either the liquid or gas form and include, but are
not limited to: fuels, welding gases, paints, solvents,
thinners, etc. These fuels are usually considered
quite volatile, i.e., they are very “watery” and they
evaporate rapidly.
Y N N/A

Are combustible materials of any kind stored or used
in the area? Combustible materials are usually in the
solid form and include, but are not limited to: wood,
plastics, paper, etc. Combustible materials may also
include “heavier” liquid fuels such as lubricating oils
and heating oils.
Y N N/A
Potential Ignition Sources

Is all electrical equipment, such as switches,
Y N N/A
portable power tools, motors and other devices which
may serve as a source of ignition, either prohibited
in areas where flammable materials are stored or
used, or allowed only when special procedures
such as a “Hot Work Permit” are in force.

Is internal-combustion-engine powered equipment
located so that their exhausts are well away from
combustible materials?

When internal combustion engine exhausts are piped Y N N/A
outside the building, is a clearance of at least 6 inches
maintained between such piping and combustible
materials?

Are temporary heating devices used and stored away Y N N/A
from flammable and combustible materials?
Y N N/A
Fire Protection Equipment

Are telephone numbers and other means for
summoning the fire department clearly posted and
available for all to use?
56
Y N N/A

Is access to firefighting equipment maintained
at all times?
Y N N/A

Is firefighting equipment conspicuously located
and visible, and is each location marked and
identified?
Y N N/A

Is firefighting equipment periodically inspected
and maintained in operating?
Y N N/A

Is a fire extinguisher, rated not less than 2A,
provided for each 3,000 square feet of protected
building area?
Y N N/A

Is the travel distance to each fire extinguisher 100
feet or less?
Y N N/A

Are one or more fire extinguishers, rated not less
than 2A, provided on each floor?
Y N N/A

In multistory facilities, is at least one fire
extinguisher located adjacent to the stairway?
Y N N/A

If more than 5 gallons of flammable or
combustible liquid, or 5 pounds or more of
flammable gas are present, is a fire extinguisher
rated not less that 10B provided within 50 feet?
Are portable fire extinguishers selected according
to the classes of anticipated fires and the size and
degree of hazards?
Y N N/A

1.4
Y N N/A
Work Methods
1.4.1
Material Handling Use

Are volatile, flammable materials used in such a way Y N N/A
that gases and vapors from such materials are not
allowed to escape the storage container, or are gases
or vapors vented to a safe area?

When not in use, are flammable and combustible
materials kept in containers that are specifically
designed for holding and storing such materials?
57
Y N N/A
1.4.2
1.4.3
2.0
Material Storage – Outdoor

Is stability maintained when combustible materials
are piled?
Y N N/A

Are weeds and grass kept down and a regular
procedure provided for periodic cleanup of
outside storage areas?
Y N N/A
Material Storage – Indoor

Are indoor materials stored so that they do not
obstruct or adversely affect the means of exit?
Y N N/A

Are indoor materials stored, handled, and piled to
minimize the spread of fire, and permit convenient
access for firefighting?
Y N N/A

Where sprinkler systems are installed, are indoor
materials stored so that a clearance of at least 36
inches is maintained between the top level of stored
materials and the sprinkler deflectors?
Y N N/A

Is proper clearance maintained around lights and
heating units to prevent ignition of combustible
materials?
Y N N/A

Is a clearance of at least 24 inches maintained
around the path of travel of fire doors, unless a
barricade is provided?
Y N N/A

Are materials stored more than 36 inches away
from a fire door opening?
Y N N/A
PART 2: HAZARD EVALUATION & PRIORITIZATION
This part of the worksheet enables you to examine each of the potential hazards (the
red answers) that were identified in PART 1: HAZARD IDENTIFICATION, and to assign
it a value corresponding to its relative risk. Relative risk is usually defined in terms of
three factors: (1) severity; (2) frequency/probability; and (3) exposure. Each of these
factors is described below, and the point values are provided for the corresponding
degree of risk. Note that the greater the risk, the higher the point value.
2.1 Severity: Consider the potential losses or destructive and disruptive consequences
that are most likely to occur if any of the hazards that have been identified in PART
1: HAZARD IDENTIFICATION, result in an actual incident. The following point values
are suggested:
58
 4 points – Catastrophic – Loss of life; permanent disability;
loss of entire facility; permanent
 3 points – Critical – Severe injury or illness with lost time;
major property damage; no permanent disability or fatality;
interruption of activities for extended period of time
 2 points – Marginal – Minor injury or illness; minor property
damage; interruption of activities for more than one day
 1 point – Negligible – Probably no injury or illness; no loss
other than interruption of activities for a short period of time
2.2 Frequency/Probability (Likelihood of Occurrence): Consider the
probability that a loss would occur. Ask yourself the following key
questions: How likely is it that things will go wrong as a result of the
hazard that has been identified? How often is the activity which
creates the hazard performed? How often is the hazard present? Use
the following point values:
 3 points – High probability of occurrence
 2 points – Moderate probability of occurrence
 1 point – Low probability of occurrence
2.3 Exposure: Consider the number of persons (students and faculty)
who could be potentially affected by a worst case scenario caused by
each of the potential hazards that have been identified. The following
point values are suggested:
 3 points – Many persons are affected frequently
 2 points – A few persons are affected frequently
 1 point – A few persons are affected up to a few times per day
2.4 Prioritization: Based on the analysis, above, and using this Hazard
Prioritization Matrix, prioritize the hazards identified in Part 1 and
evaluated in Parts 2.1, 2.2, 2.3.
Step 1: List each of the hazardous conditions that you have
identified in Part 1 of the worksheet in the first column,
Step 2: Based on the criteria given above in Parts 2.1, 2.2 and
2.3, assign a point value for each hazard in each of the three
columns.
Step 3: Add up the point values, horizontally, for each of the
hazards.
Step 4: Rearrange the hazards that were identified in descending
order with the one with the highest total point value first, then the
one with the next-highest point value; and so on.
59
Hazard Prioritization Matrix
Hazard
Identified
Severity
Probability
Exposure
Total
Points
Step 5: You have just developed a list of the potentially hazardous
conditions existing at your school facility, based on their relative
priority.
The items on the prioritized list with the highest point value will generally be those that
are most serious, and should receive the greatest attention in terms of resources
expended to eliminate it. As with all organizations, especially educational institutions,
your resources are not without limitations. There is a finite amount of money, time, and
personnel available to solve these problems. By prioritizing the hazards, and
concentrating in order on those with the highest priority, you will concentrate on the
“worst first.” This is the smart way to allocate limited resources and, even though you
might not get all the way through the list, you will have the satisfaction and peace of
mind that comes with dealing with the “really important” problems first.
3.0 PART 3: HAZARD CONTROL MEASURES
The last part is to implement those control measures that will either eliminate or
minimize hazards to the point where they will become acceptable. Also, you will be
applying these control measures to the most serious hazards first, then to the next-mostserious, and so on.
Most control measures fall into one or more of three categories. They are (1)
engineering controls; (2) administrative controls; and (3) personal protective equipment
(PPE). This is not only a listing of the three types, but it is also the preferred sequence
for applying the controls, as engineering controls are the most effective way to control a
hazard, followed by administrative controls and finally by PPE. Many times, the most
effective controls are a blending of all three types.
60
3.1Engineering Controls: Usually engineering controls are considered the most
effective because, if they are successful, they eliminate the hazard, or remove it
from the presence of people. When applying engineering controls look for ways
to design or redesign hazardous situations or equipment, to substitute safer
materials in the place of dangerous ones; and ways to install guards or other
protective devices.
3.2 Management/Administrative Controls: Management/administrative controls
are next in line to be applied in the control of a hazard because they are the
direct responsibility of the persons who are operating the facility. In an
educational environment, that means the administration and faculty. These
controls involve such things as: implementation and enforcement of safe policies
and procedures; limitations on the exposure to hazards through work
assignments, number of persons involved in an activity, etc., and similar
approaches.
3.3 Personal Protective Equipment (PPE): The last approach to hazard control
involves the use of PPE. This is because PPE does not eliminate the hazard
but, rather, only establishes a barrier or shield between the hazard and the
exposed person. If the exposed person does not have the correct type of PPE,
or does not use it properly, then that person will be exposed to the full effect of
the hazard.
61
HEARING CONSERVATION AND NOISE
PROTECTION WORKSHEET
INSTRUCTIONS: Use this worksheet as a guide to conduct a survey of the instructional
facilities. Answer each of the bulleted () questions by circling the answer that applies to the
condition at your facility. Note that one of the answers for each question is “red.” If any of the
answers you circled are “red,” it is the sign of a condition that may indicate a possible hazard.
For every “red” answer marked, write a brief description of the deficient condition observed, in
the space provided at the end of the worksheet.
Note: The Occupational Safety and Health Administration (OSHA) and other regulatory
agencies specify that persons exposed to noise levels of 85 dBA over an eight-hour period must
wear hearing protection, and be provided with and trained in the use of hearing protection. In
order to provide a margin of safety and simplify the evaluation process, any equipment or
operation found to expose persons to a noise level of 85 dBA or above over any time period
should be considered a hazard, and hearing protection should be required.
See Appendix H: Hearing Conservation & Noise Control for additional guidance material.
Please Circle
the
Appropriate
Answer
1.0
PART 1: HAZARD IDENTIFICATION
1.1
Facilities and Equipment
1.1.1
1.1.2
Evaluation

Have all operations or equipment believed to be
excessively noisy (85 dBA or above) been
measured to determine their noise levels?
Y N N/A

Are noise measurements repeated when a
change in operations or equipment may increase
noise exposure?
Y N N/A
Training

Does the school administer a continuing,
effective hearing conservation program?
62
Y N N/A
1.1.3
2.0

Do all students or employees exposed to 85 dBA
or above receive hearing conservation training
at least annually?
Y N N/A

Are training materials and literature on Hearing
Conservation available to employees or students?
Y N N/A
Noise Control and Hearing Protection

Have feasible engineering and/or administrative
controls been used to reduce operation or equipment
noise levels determined to be excessive (85 dBA or
above?
Y N N/A

Are hearing protectors evaluated to verify that they
effectively reduce noise to levels below 85 dBA?
Y N N/A

Are hearing protectors available to all persons
exposed to noise levels at or above 85 dBA?
Y N N/A
PART 2: HAZARD EVALUATION & PRIORITIZATION
This part of the worksheet enables you to examine each of the potential hazards (the
red answers) that were identified in PART 1: HAZARD IDENTIFICATION, and to assign
it a value corresponding to its relative risk. Relative risk is usually defined in terms of
three factors: (1) severity; (2) frequency/probability; and (3) exposure. Each of these
factors is described below, and the point values are provided for the corresponding
degree of risk. Note that the greater the risk, the higher the point value.
2.1 Severity: Consider the potential losses or destructive and disruptive
consequences that are most likely to occur if any of the hazards that have been
identified in PART 1: HAZARD IDENTIFICATION, result in an actual incident.
The following point values are suggested:
 4 points – Catastrophic – Loss of life; permanent disability;
loss of entire facility; permanent
 3 points – Critical – Severe injury or illness with lost time;
major property damage; no permanent disability or fatality;
interruption of activities for extended period of time
 2 points – Marginal – Minor injury or illness; minor property
damage; interruption of activities for more than one day
 1 point – Negligible – Probably no injury or illness; no loss
other than interruption of activities for a short period of time
63
2.2 Frequency/Probability (Likelihood of Occurrence): Consider
the probability that a loss would occur. Ask yourself the following
key questions: How likely is it that things will go wrong as a result
of the hazard that has been identified? How often is the activity
which creates the hazard performed? How often is the hazard
present? Use the following point values:
 3 points – High probability of occurrence
 2 points – Moderate probability of occurrence
 1 point – Low probability of occurrence
2.3 Exposure: Consider the number of persons (students and
faculty) who could be potentially affected by a worse case
scenario caused by each of the potential hazards that have been
identified. The following point values are suggested:
 3 points – Many persons are affected frequently
 2 points – A few persons are affected frequently
 1 point – A few persons are affected up to a few times per day
2.4 Prioritization: Based on the analysis above, and using this
Hazard Prioritization Matrix, prioritize the hazards identified in
Part 1 and evaluated in Parts 2.1, 2.2, 2.3.
Step 1: List each of the hazardous conditions that you have
identified in Part 1 of the worksheet in the first column.
Step 2: Based on the criteria given above in Parts 2.1, 2.2 and
2.3, assign a point value for each hazard in each of the three
columns.
Step 3: Add up the point values, horizontally, for each of the
hazards.
Step 4: Rearrange the hazards that were identified in descending
order with the one with the highest total point value first, then the
one with the next-highest point value; and so on.
64
Hazard Prioritization Matrix
Hazard
Identified
Severity
Probability
Exposure
Total
Points
Step 5: You have just developed a list of the potentially hazardous
conditions, existing at your school facility, based on their relative
priority.
The items on the prioritized list with the highest point value will generally be those that
are most serious, and should receive the greatest attention in terms of resources
expended to eliminate it. As with all organizations, especially educational institutions,
your resources are not without limitations. There is a finite amount of money, time, and
personnel available to solve these problems and eliminate the hazards. By prioritizing
the hazards, and concentrating in order on those with the highest priority, you will
concentrate on the “worst first.” This is the smart way to allocate limited resources and,
even though you might not get all the way through the list, you will have the satisfaction
and peace of mind that comes with dealing with the “really important” problems first.
3.0
PART 3: HAZARD CONTROL MEASURES
The last part is to implement those control measures that will either eliminate or
minimize hazards to the point where they will become acceptable. Also, you will be
applying these control measures to the most serious hazards first, then to the next-mostserious, and so on.
Most control measures fall into one or more of three categories. They are (1)
engineering controls; (2) administrative controls; and (3) personal protective equipment
(PPE). This is not only a listing of the three types, but it is also the preferred sequence
for applying the controls, as engineering controls are the most effective way to control a
65
hazard, followed by administrative controls and finally by PPE. Many times, the most
effective controls are a blending of all three types.
3.1 Engineering Controls: Usually engineering controls are considered the most
effective because, if they are successful, they eliminate the hazard, or remove it
from the presence of people. When applying engineering controls involve look
for ways to design or redesign hazardous situations or equipment, to substitute
safer materials in the place of dangerous ones; and ways to install guards or
other protective devices.
3.2 Management/Administrative Controls: Management/administrative controls
are next in line to be applied in the control of a hazard because they are the
direct responsibility of the persons who are operating the facility. In an
educational environment, that means the administration and faculty. These
controls involve such things as: implementation and enforcement of safe policies
and procedures; limitations on the exposure to hazards through work
assignments, number of persons involved in an activity, etc., and similar
approaches.
3.3 Personal Protective Equipment (PPE): The last approach to hazard control
involves the use of PPE. This is because PPE does not eliminate the hazard
but, rather, only establishes a barrier or shield between the hazard and the
exposed person. If the exposed person does not have the correct type of PPE,
or does not use it properly, then that person will be exposed to the full effect of
the hazard.
66
MECHANICAL HAZARDS WORKSHEET
INSTRUCTIONS: Use this worksheet as a guide to conduct a survey of the instructional facility.
Answer each of the bulleted () questions by circling the answer that applies to the condition at
your facility. Note that one of the answers for each question is “red.” If any of the answers you
circled are “red,” it is the sign of a condition that may indicate a possible hazard. For every “red”
answer marked, write a brief description of the deficient condition observed, in the space
provided at the end of the worksheet.
Please Circle
the
Appropriate
Answer
1.0
PART 1: HAZARD IDENTIFICATION
1.1
General Requirements

Are all machines guarded to protect the operator
and other people in the machine area from hazards
such as those created by point of operation, ingoing
nip points, rotating parts, flying chips, and sharks?
Y N N/A

Is the point of operation guarded, in conformity with
appropriate standards, if operation of machinery
exposes individuals to injury?
Note: In the absence of applicable specific standards,
guarding shall be so designed and constructed as to
prevent the operator from having any part of his/her
body in the danger zone during the operating cycle.
Examples of cited violations include: paper cutters
had no finger guards, a radial arm saw’s blade protruded beyond the edge of the cutting table during
its operating cycle, bench and pedestal drills had no
bit guards, and lathes had no shields.
Y N N/A

Are guards attached to the machine when possible,
and if that is not possible, attached elsewhere?
Y N N/A

If hand tools are used for placing or removing material, Y N N/A
are they designed to be easily handled without a need
to place hands in a danger zone?
Note: Such tools are not a substitute for guarding.
67
They can only be used as supplemental protection.

Are revolving drums, barrels and containers guarded
by an enclosure that is interlocked so that containers
cannot revolve unless the enclosure is in place?
Y N N/A

Are all fans less than 7 feet from the floor equipped
with guards that have openings no larger than onehalf (1/2) inch?
Note: Examples of cited violations include: exhaust
fan blades and floor fans were not provided with
protective guards, a portable table fan had a blade
guard whose openings were approximately one inch
an width, and a guard was broken creating a hole
approximately 4” x 2”.
Y N N/A

Is all machinery designed for a fixed location
securely anchored to prevent “walking” or “moving?”
Y N N/A

Are all machines constructed, installed and
maintained as to be free from excessive vibration
or play?
Y N N/A

Are all machines and equipment requiring the
presence of an operator not left unattended while
in operation or still in motion?
Y N N/A

Are all machines provided with a power cutoff
switch that can be reached from the operating
position?
Y N N/A

Is all fixed motorized machinery equipped with a
magnetic-type switch designed to prevent automatic
restarting of machinery when power is restored after
a power failure or electrical cutoff?
Y N N/A

Are all machine operating controls easily reachable
from the standard operating position and away from
any hazardous point of operation?
Y N N/A

Are all electrically powered machines provided with
a positive means for rendering the motor starting
controls inoperative while repairs or tool changes
are being made?
Y N N/A

Is your shop or lab equipped with two or more
Y N N/A
68
push-type emergency cut-out switches, provided
at appropriate locations for each (maximum) 1000
square feet of shop floor areas, for de-energizing
the electrical supply to non-portable machinery?
Note: The switch must have a clear unobstructed
access of at least 36 inches. In addition, the reset of
the switch must be key operated.
1.2

Are all power tools and machines which generate
dust connected to a dust collection system?
Y N N/A

If required in your state, are dust collection
systems permitted by the appropriate state agency?
Y N N/A
Control of Hazardous Energy Sources (Lockout/ Tagout)
1.2.1
1.2.2
General Energy Control

Does the program require that all hazardous energy
sources be isolated, locked or tagged, and otherwise
disabled before anyone performs any activity where
the unexpected energization, startup, or release of
stored energy could occur and cause injury?
Y N N/A

Have procedures been developed, documented,
and implemented for the control of hazardous
energy when working with such equipment?
Y N N/A

Do the procedures clearly outline the scope,
purpose, responsibility, authorization, rules, and
techniques to be applied to the control of
hazardous energy, and measures to enforce
compliance?
Y N N/A

Do procedures exist for shutting down, isolating,
blocking, and securing (locks and tags) energy?
Y N N/A

Do procedures exist and is someone assigned
responsibility for removing and transferring locks
and tags?
Y N N/A
Protective Materials and Hardware

Are locks, tags, chains, adapter pins, or other
hardware available for securing or blocking
energy sources?
69
Y N N/A
1.2.3
1.2.4
1.2.5

Are these devices standardized in either color,
shape, size, or format?
Y N N/A

Do these devices have a provision for identifying
the person applying the device?
Y N N/A

Do tagout devices or danger tags warn against
hazardous conditions if the equipment is
re-energized?
Note: Acceptable wording includes Do Not Open,
Do Not Start, Do Not Close, and Do Not Energize.
Y N N/A
Inspection

Are inspections conducted at least annually by an
authorized person (other than the ones using the
energy control procedures) to ensure control
procedures are being implemented?

Is each inspection certified by identifying the
Y N N/A
machine or equipment on which the energy control
procedure was being used, the date of the inspection,
and the person performing the inspection?
Training and Communication

Is training provided and documented to ensure that
(a) the purpose and function of the energy control
procedures are understood, and (b) the knowledge
and skills required for the safe application and
removal of energy controls are acquired?
Y N N/A

Is this training repeated periodically when changes
or deviations occur in the energy control procedure?
Y N N/A
Energy-Isolating Devices

1.2.6
Y N N/A
Are all energy-isolated devices operated only by
authorized persons or under the direct supervision
of an authorized person?
Y N N/A
Notification of Employees

Are all employees notified of the application and
removal of lockout and tagout controls whenever
such controls directly affect their work activities?
70
Y N N/A
1.2.7
Application of Control

Does the application of energy control follow the
sequence listed below?
Y N N/A
Step 1 Machine or equipment shutdown by
authorized personnel
Step 2 Machine or equipment isolation: all
energy-isolated devices that are needed
shall be located and operated in a manner
that isolates the machine or equipment
from the energy source(s).
Step 3 Lockout and tagout device application:
(a) Lockout devices shall be affixed in a manner
that will hold the energy-isolating device in a
safe or off position.
(b) Tagout devices shall be affixed in a manner
that clearly indicates that the operation or
movement of energy isolating devices from
the safe or off position is prohibited.
(c) If a tag cannot be affixed directly to the energy
isolating device, the tag shall be located as
close as safely possible to the device, in a
position that will be immediately obvious to
anyone operating the device.
Step 4 Stored energy: following the application of
lockout and tagout devices, all hazardous,
stored, or residual energy shall be relieved,
disconnected, restrained, or otherwise rendered
safe.
Step 5 Verification of isolation: before starting work
on the isolated equipment or process, an
authorized person must verify that isolation
and de-energization of the machine or
equipment has been accomplished.

Has the work area been inspected before the
removal of lockout and tagout devices?
Y N N/A

Has the lockout and tagout device been removed
by the person who put it on?
Note: This rule has some limited exceptions.
Y N N/A
71

1.3
Are outside servicing personnel informed of the
lockout and tagout procedures before equipment
is serviced?
Y N N/A
Mechanical Power-Transmission Devices
1.3.1
Care of Equipment

Is all power-transmission equipment inspected every
60 days or less and kept in good working condition
at all times?
Y N N/A

Are hangers inspected to make certain that all
supporting bolts and screws are tight and that
supports of hanger boxes are adjusted properly?
Y N N/A

Is machinery oiled wherever possible when not
in motion?
Y N N/A

Do regular oilers wear tight-fitting clothing?
Y N N/A
1.3.2. Prime-Mover Guards
1.3.3

When exposed to contact, are flywheels guarded
by an enclosure, guard rail, or toeboard?
Y N N/A

Are crank and connecting rods guarded when
exposed to contact?
Y N N/A

Are tail rods or extension piston rods guarded?
Y N N/A
Shafting

Is each continuous line of shafting secured
against excessive end movement?
Y N N/A

Are inclined and vertical shafts (particularly)
inclined idler shafts) securely held in position
against end-wise thrust?
Y N N/A

For horizontal shafting 7 feet or less above the
floor or working platform, are all exposed parts
protected by (a) a stationary casing completely
enclosing the shafting, or (b) a trough enclosing
the side and top, or sides and bottom of the
shafting (as the location requires)?
Y N N/A
72
1.3.4
1.3.5

Is shafting under bench machinery enclosed by
(a) stationary casing, or (b) a trough at sides and
top, or sides and bottom (as the location requires)?
Note: The sides of the trough shall come within at
least 6 inches of the underside of the table, or
within 6 inches of the floor if shafting is near the
floor. In every case, the sides of the trough shall
extend at least 2 inches beyond the shafting or
protuberance.
Y N N/A

Is vertical or inclined shafting that is 7 feet or
less from the floor or working platform (except
maintenance runways) enclosed with a stationary
casing?
Y N N/A

Do projecting shaft ends have a smooth edge and
end?
Y N N/A

Are shaft ends that project more than ½ of the
diameter of the shaft guarded by non-rotating caps
or safety sleeves?
Y N N/A

Are unused keyways filled up or covered?
Y N N/A

Is shafting kept in alignment and free from rust
and excess oil or grease?
Y N N/A
Pulleys

Are pulleys 7 feet or less from the floor guarded?
Y N N/A

Are pulleys with cracks or pieces broken out of the
rims taken out of service?
Y N N/A

Are pulleys kept in proper alignment to prevent
belts from running off?
Y N N/A
Belt, Rope, and Chain Drives

Are horizontal belts seven feet or less from the
floor level guarded?
Y N N/A

Are belts, lacings, and fasteners inspected and
maintained in good repair?
Y N N/A
73
1.3.6
1.3.7
Gears, Sprockets, and Chains

Are all gears fully guarded?
Y N N/A

Are all sprocket wheels and chains that are less
than 7 feet above the floor or platform fully
guarded?
Y N N/A

Are openings with hinged or sliding self-closing
covers provided when frequent oiling must be done
on gears, sprockets, and chains?
Y N N/A
Keys, Set-screws, and Other Projections

1.3.8
Y N N/A
Collars and Couplings

1.3.9
Are all projecting keys, set-screws, and other
projections in revolving parts guarded by metal
covers or made flush?
Are shaft couplings constructed so they do not
present hazards from bolts, nuts, set-screws, or
revolving surfaces?
Note: Bolts, nuts, and set-screws are permitted if
covered with safety sleeves.
Y N N/A
Bearings and Facilities for Oiling

Are all drip cups and pans securely fastened?

Are bearings kept in alignment and properly adjusted? Y N N/A
Y N N/A
1.3.10 Guards

Are all metal guards free from burrs and sharp edges?

Are all metal guards securely fastened to the floor or
to frame of the machine?
Y N N/A

Are all guards rigidly braced every 3 feet or
fractional part of their height to a fixed part of
machinery or building structure?
Y N N/A
74
1.4
Abrasive Wheel Machinery
1.4.1
1.4.2
General Requirements

Do grinding wheels fit freely on the spindle?
Y N N/A

Is forcing the grinding wheel on the spindle
prohibited?
Y N N/A

Are all wheels closely inspected and sounded by
the user (ring test) to make sure they have not been
damaged before being mounted?
Note: Before mounting the wheel, make sure the
spindle speed of the machine does not exceed the
maximum operating speed marked on the wheel.
Y N N/A

Is the spindle nut tightened only enough to hold
the wheel in place?
Y N N/A

Are all grinding wheel operators required to use
eye protection?
Y N N/A

Are all contact surfaces of the wheel, blotters, and
flanges flat and free of foreign material?
Y N N/A

When a bushing is used in the wheel hole, is it
positioned so it does not exceed the width of the
wheel nor make contact with the flange?
Y N N/A
Floor and Bench-Grinding Machines

Are all floor- and bench-mounted abrasive
wheels equipped with safety guards?
Y N N/A

Does the safety guard cover the spindle end, nut,
and flange projections?
Y N N/A

Is the maximum angular exposure of the grinding
wheel and side 90º or less?
Exception: When work requires contact with the
wheel below the horizontal plane of the spindle,
the angular exposure shall not exceed 125º. In either
case, the exposure shall begin at not more than 65º
above the horizontal place of the spindle.
Y N N/A

Are work rests provided that are rigidly supported
and readily adjustable?
Y N N/A
75

1.4.3
1.4.4
Are work rests kept adjusted closely to the wheel
with a maximum opening of 1/8 inch to prevent
the work from being jammed between the wheel
and the rest?
Y N N/A
Portable and Other Abrasive Wheels

Do all machines with abrasive wheels greater than
2 inches in diameter have safety guards?
Note: Some abrasive wheels may be equipped with
flanges.
Y N N/A

Is the maximum exposure angle on all grinding
wheels 180º or less?
Y N N/A

When in use, is the guard on right angle head or
vertical portable grinders located between the
operator and the wheel?
Y N N/A

Is the guard on right angle head or vertical
portable grinders adjusted so that pieces of a
broken wheel will be deflected away from the
operator?
Y N N/A

Is the top half of the wheel on other grinders
always enclosed?
Y N N/A
General Requirements for Guards

Are the guard and its fastenings strong enough
Y N N/A
to retain fragments of the wheel in case of breakage?

Are guards mounted to maintain proper alignment
with the wheel?
Y N N/A

Are tongue guards at the top of the wheel bench,
floor stand, and cylindrical grinders adjusted to
the decreasing diameter of the wheel so that the
gap is never more than one-fourth (1/4) of an inch?
Y N N/A
76
1.4.5
Definitions
Ring test: The wheels should be tapped gently with a light nonmetallic implement, such as the handle of a screwdriver for light
wheels, or a wooden mallet for heavier wheels. Tap wheels about
45º each side of the vertical centerline and about 1 or 2 inches
from the edge of the wheel. Then rotate the wheel 45º and repeat
the test. A sound and undamaged wheel will give a clear metallic
tone. If cracked, there will be a dead sound and not a clear “ring.”
1.5
Woodworking Machinery – General Requirements
1.5.1
General Machine Construction

Is each machine constructed and installed so it
is free from sensible vibration when the largest
tool is mounted and run at full speed?
Y N N/A

Are arbors and mandrels constructed to have firm
and secure bearing and be free from play?
Y N N/A

Are saw frames on tables constructed with lugs
cast on the frame or with equivalent means to
limit the size of the saw blade that can be mounted?
Note: This is done to avoid overspeed caused by
mounting a saw larger than intended.
Y N N/A

Are circular saw fences constructed so they can be
firmly secured to the table without changing their
alignment with the saw?
Y N N/A

Are circular saw gauges constructed so they slide
in grooves or tracts that are securely machined, to
ensure exact alignment with the saw for all positions
on the guide?
Y N N/A

Are hinged table saws constructed so that the
table can be firmly secured in any position and in
true alignment with the saw?
Y N N/A

Are all belts, pulleys, gears, shafts, and moving
parts guarded?
Y N N/A
77
1.5.2

Is each woodworking machine provided with a
disconnect switch that can be locked in the off
position.
Note: The construction standard 1926-304 permits
a disconnect switch that can be tagged in the off
position.
Y N N/A

Are the frames of all exposed noncurrentcarrying metal parts grounded?
Y N N/A

If the possibility exists of contacting part of a
circular saw either beneath or behind the table,
is that part covered with either an exhaust hood
or guard?
Y N N/A

Are revolving double arbor saws fully guarded?
Y N N/A

Is the placement and mounting of saws, cutter
heads, or tool collars on machine arbors accomplished when the tool has been accurately machined
to size and shape to fit the arbor?
Y N N/A

Are combs (featherboards) or suitable jigs provided
at the shop or lab for use when a standard guard
cannot be used, as in dadoing, grooving, joining,
moulding, and rabbetting?
Y N N/A

Is the operating speed etched or otherwise
permanently marked on all circular saws over 20
inches in diameter and operating at over 10,000
peripheral feet per minute?
Y N N/A

Do woodworking tools and machinery meet the
American National Standards Institute (ANSI)
codes for safety?
Note: A label on the equipment or manufacturer’s
Literature might indicate that it meets ANSI’s
Standards. If in doubt, the manufacturer of the
equipment should be contacted.
Y N N/A
Machine Controls and Equipment

Are mechanical or electrical power controls provided Y N N/A
on each machine to make it possible for the operator
to cut off the power without leaving his or her operating
position?
78
1.5.3

On machines driven by belts and shaftings, is a
locking-type belt shifter or equivalent positive
device used?
Y N N/A

Is each operating treadle protected against
unexpected tripping?
Y N N/A

Are automatic feeding devices installed on
machines whenever the nature of the work permits?
Y N N/A

Do feeder attachments have the feed rolls or other
moving parts covered or guarded to protect the
operator from hazardous points?
Y N N/A
Inspection and Maintenance of Woodworking Machinery

Are dull, badly set, improperly filed, or improperly
tensioned saws immediately removed from service
before they cause the material to stick, jam, or
kickback when it is fed to the saw at normal speed?
Y N N/A

Are all knives and cutting heads of woodworking
machines kept sharp, properly adjusted, and firmly
secured?
Y N N/A

Are all bearings well lubricated and kept free from
lost motion?
Y N N/A

Are arbors of circular saws free from play?
Y N N/A

Is sharpening or tensioning of saw blades or cutters
done only by people with demonstrated skill in this
kind of work?
Y N N/A

Is cleanliness maintained around woodworking
machinery so guards function properly and fire
hazards are prevented in switch enclosures,
bearings, and motors?
Y N N/A

Are all cracked saws immediately removed from
service?
Note: Dispose of cracked saws in a manner that
will prevent injury to anyone handling the discarded
saws.
Y N N/A
79
1.5.4
1.5.5

Is inserting wedges between the saw disk and the
collar to form what is commonly known as a wobble
saw prohibited?
Y N N/A

Are push sticks or blocks provided at workplaces
in several sizes and types suitable for the work to be
done?
Y N N/A
Hand-Fed Ripsaws

Is each circular hand-fed ripsaw guarded by a
hood that completely encloses the portions of the
saw that are above the table and above the material
being cut?
Y N N/A

Is the hood and mounting arranged so that the
hood will automatically adjust itself to the thickness
of the material and remain in contact with the
material being cut?
Note: The hood should not offer considerable
resistance to insertion of the material.
Y N N/A

Is each hand-fed circular ripsaw furnished with a
spreader to prevent material from squeezing the
saw or being thrown back on the operator?
Y N N/A

Is each hand-fed circular ripsaw provided with
nonkickback fingers or dogs located to oppose
the thrust or tendency of the saw to pick up the
material or throw it back toward the operator?
Y N N/A
Hand-Fed Crosscut Table Saws

Is each hand-fed crosscut table saw guarded by
a hood that completely encloses portions of the
saw that are above the table and above the material
being cut?
Y N N/A

Is the hood and mounting arranged so that the hood
will automatically adjust itself to the thickness of
and remain in contact with the material being cut?
Note: The hood should not offer considerable
resistance to insertion of the material.
Y N N/A
80
1.5.6
1.5.7
Circular Resaws

Is each circular resaw guarded by a hood or shield
of metal above the saw?
Y N N/A

Does each circular resaw have a spreader fastened
securely behind the saw?
Y N N/A
Self-Feed Circular Saws

Are feed rolls and saws protected by a hood or
guard to prevent the hands of the operator from
coming into contact with the in-running rolls at any
point?
Note: The guard must be constructed of heavy
material (preferably metal), and the bottom of the
guard must come down to within 3/8 inch of the
Y N N/A
plane formed by the bottom or working surfaces of
the feed rolls. This distance may be increased to
¾ inch, provided the lead edge of the hood is
extended to at least 5-1/2 inches in front of the nip
point between the front roll and the work.

1.5.8
Is each self-feed circular ripsaw provided with
sectional nonkickback fingers for the full width of
the feed rolls?
Y N N/A
Swing and Sliding Cutoff Saws

Are swing and sliding cutoff saws provided with a
hood that completely encloses the upper half of the
saw, the arbor end, and the point of operation of all
positions of the saw?
Note: The hood must be constructed to protect the
operator from flying splinters and broken saw teeth.
It must automatically cover the lower portion of the
blade so that when the saw is returned to the back
of the table, the hood will rise on top of the fence,
and when the saw is moved forward, the hood will
drop on top of and remain in contact with the table
or material being cut.
81
Y N N/A
1.5.9

Are swing and sliding cutoff saws equipped with an
effective device to return the saw automatically to
the back of the table when released at any point of
its travel?
Y N N/A

Are swing and sliding cutoff saws equipped with
limit chains or other equally effective devices to
prevent the saw from swinging beyond the front or
back edges of the table, or beyond a forward position
where the gullets of the lowest saw teeth rise above
the table top?
Y N N/A

Are inverted swing cutoff saws provided with a hood
that covers the part of the saw that protrudes above
the table or above the material being cut?
Note: The hood must automatically adjust itself to the
thickness of the material and remain in contact with
the material being cut.
Y N N/A
Radial Saws

Does the upper hood completely enclose the upper
portion of the blade down to the point that will include
the end of the saw arbor?

Are the sides of the lower exposed portion of the
Y N N/A
blade guarded to the full diameter of the blade by a
device that automatically adjusts itself to the thickness
of the stock? Does this device remain in contact with
the stock being cut to give maximum protection for
the operation being performed?

Are radial saws used for ripping provided with nonkickback fingers or dogs located on both sides of
the saw to oppose the thrust or tendency of the
saw to throw material back toward the operator?
Y N N/A

Is an adjustable stop provided that prevents the
forward travel of the blade beyond the position
necessary to complete the cut in repetitive
operations?
Y N N/A

Is the installation designed so that the front end of
Y N N/A
the unit is slightly higher than the rear? (This design
causes the cutting head to return gently to the starting
position when released by the operator)
82
Y N N/A
Note: The cutting head should be fitted with an
automatic return device.

Is the direction of saw rotation conspicuously marked
on the hood?
Y N N/A

Is a permanent label (at least – ½ inch by ¾ inch)
affixed to the rear of the guard at approximately the
level of the arbor that reads as follows?
Danger: Do not rip or plow from this end
Y N N/A
1.5.10 Bandsaws and Band Resaws

Are all portions of the band saws and band resaws
enclosed or guarded, except for the working
portion of the blade between the bottom of the
guide rolls and the table?
Y N N/A

Does a self-adjusting guard raise and lower the
guide?
Y N N/A

Is each band saw machine provided with a
tension control device to indicate the proper tension
for the standard saws used on the machine?
Y N N/A

Are feed rolls of band resaws protected with a
suitable guard to prevent the hands of the
operator from coming in contact with the in-going
rolls at any point?
Y N N/A
1.5.11 Jointers

Is each hand-fed planer or jointer with a
horizontal head equipped with a cylindrical cutting
head?
Note: The knife projection of the cylindrical cutting
head cannot exceed 1/8 inch beyond the cylindrical
body of the head.
Y N N/A

Is the opening in the table kept as small as
possible?
Note: The clearance between the edge of the rear
table and the cutting head shall be 1/8 inch or less.
The table throat opening shall not be more than 1½ inches when tables are set or aligned with each
other for a zero cut.
Y N N/A
83

Does each hand-fed jointer with a horizontal cutting
head have any automatic guard that covers all
sections of the head on the working side of the
fence or gauge?
Y N N/A

Does each wood jointer with a vertical head have
either an exhaust hood or other guard arranged so
it completely encloses the revolving head, except for
a slot wide enough for the material to be jointed?
Y N N/A

Is the knife blade of jointers installed and
adjusted so that it does not protrude more than
1/8 inch beyond the cylindrical body of the head?
Y N N/A
1.5.12 Tenoning Machines

Are feed chains and sprockets of double-end
tenoning machines completely enclosed, except
for the portion of chain used for conveying the
stock?
Y N N/A

Are sprockets and chains at the rear ends of
frames guarded at the sides by plates projecting
beyond the edges of sprockets and lugs?
Y N N/A

If used on tenoning machines, are cutting heads
and saws covered by metal guards?
Note: The guards must cover at least the unused
part of the periphery of the cutting head. If the guard
is made of sheet metal, the material used must be at
least 1/16 inch thick, and if it is cast iron, it must be
at least 3/16 inch thick.
Y N N/A

If an exhaust system is used on a tenoning
machine, is the guard part of the exhaust hood?
Y N N/A
1.5.13 Boring and Mortising Machines

Are safety-bit chucks with projecting-set screws
prohibited?
Y N N/A

Are boring bits provided with a guard that encloses
all portions of the bit and chuck above the material
being worked?
Y N N/A
84

Is the top of the cutting chain and driving
mechanism enclosed?
Y N N/A

When a counterweight is used, is one of the
following (or equivalent means) used to prevent its
dropping?
a) It is bolted to the bar by a bolt passing through
both bar and counterweight
b) A bolt is put through the extreme end of the bar
c) Where the counterweight does not encircle the
bar, a safety chain is attached to it
d) Other types of counterweights are suspended by
chain or wire rope and shall travel in a pipe (or other
suitable enclosure) if they might fall and cause injury.
Y N N/A

Are universal joints on spindles of boring machines
completely enclosed to prevent contact by the
operator?
Y N N/A

Is each operating treadle covered by an inverted
U-shaped metal guard, fastened to the floor, and of
adequate size to prevent tripping?
Y N N/A
1.5.14 Wood Shapers and Similar Equipment

Is the cutting head of each wood shaper or hand-fed Y N N/A
panel raiser (or other similar machine that is not automatically fed) enclosed with a cage or adjustable guard
designed to keep the operator’s hand away from the
cutting edge?
1.5.15 Planing, Molding, Sticking, and Matching Machines

Is each planning, molding, sticking, and matching
machine equipped with a metal guard covering the
cutting heads?
Y N N/A

When an exhaust system is used, does the guard
form part of the exhaust hood?
Note: If the guard is constructed of sheet metal, the
material used shall be at least 1/16 inch thick, and
if it is constructed of cast iron, it must be at least 3/16
inch thick.
Y N N/A

Are feed rolls guarded by a hood or suitable guard
to prevent the hands of the operator from contacting
the in-running rolls?
Y N N/A
85

Do the surfaces and planers (provided with the
sectional infeed rolls) give sufficient feeding
contact pressure on the stock thickness?
Y N N/A
1.5.16 rofile and Swing-Head Lathes and Wood Heel Turning Machines

Are the cutting heads of each profile and swinghead lathe covered by a metal guard?
Y N N/A

Are cutting heads on wood-turning lathes covered
as much as possible by hoods or shields?
Y N N/A

Do the following have hoods enclosing the cutter
blades completely? (except at the contact points
where the stock is being cut): shoe last and spoke
lathes, doweling machines, wood heel-turning
machines, and other automatic wood-turning lathes
of the rotating knife type.
Y N N/A

Are lathes used for turning long pieces of wood
stock held only between the two centers equipped
with long, curved guards extending over the tops of
the lathe?
Note: This is to prevent the work pieces from being
thrown out of the machine if they become loose.
Y N N/A

When an exhaust system is used, does the guard
form part or all of the exhaust hood?
Note: If the guard is constructed of sheet metal, the
material used must be at least 1/16 inch thick, and if
it is constructed of cast iron, it must be at least 3/16
inch thick.
Y N N/A
1.5.17 Sanding Machines

Are the feed rolls of self-feeding sanding machines
protected with a semi-cylindrical guard to prevent
contact with the in-running rolls?
Y N N/A

Does the bottom guard come to within 3/8 inch
of a plane formed by the bottom or contact face
of the feed roll where it touches the stock?
Y N N/A

Is each drum-sanding machine equipped with an
exhaust hood or other guard if no exhaust hood is
required?
Y N N/A
86

Does each disk-sanding machine enclose the
revolving disk (except for the portion of the disk
above the table if a table is used)?
Y N N/A

Is each belt-sanding machine provided with
guards at each nip point where the sanding
belt runs onto a pulley?
Y N N/A
1.5.18 Veneer, Cutting and Wringers

Are veneer-slicer knives guarded at the front
and ready to prevent contact with the knife edge?
Y N N/A

Do veneer clippers have automatic feeds,
or are they provided with a guard that makes it
impossible to place a finger or fingers under the
knife while feeding or removing the stock?
Y N N/A

Are sockets on chain or slat-belt conveyors
enclosed?
Are hand and foot power guillotine veneer
cutters provided with rods or plates or other
satisfactory means, arranged on the feeding
side so that the hands cannot reach the cutting
edge of the knife while feeding or holding the
stock in place?
Y N N/A
Is the operator required to make sure that the
machine is clear and that other people are not in
a hazardous position before starting or restarting
the machine? (For example, when veneer slivers or
rotary veneer-cutting machines have been shut
down to insert logs or to make adjustments)
Y N N/A


Y N N/A
1.5.19 Miscellaneous Woodworking Machinery

Are the feed rolls of roll-type glue spreaders
guarded by a semi-cylindrical guard?
Note: The bottom of the guard shall come to
within 3/8 inch of a plane formed by the bottom
or contact face of the feed roll where it touches
the stock.
Y N N/A

Is each point of operation for combination or
universal woodworking machines guarded as
required for such a tool in a separate machine?
Y N N/A
87
2.0
PART 2: HAZARD EVALUATION & PRIORITIZATION
This part of the worksheet enables you to examine each of the potential hazards (the
red answers) that were identified in PART 1: HAZARD IDENTIFICATION, and to assign
it a value corresponding to its relative risk. Relative risk is usually defined in terms of
three factors: (1) severity; (2) frequency/probability; and (3) exposure. Each of these
factors is described below, and the point values are provided for the corresponding
degree of risk. Note that the greater the risk, the higher the point value.
2.1 Severity: Consider the potential losses or destructive and disruptive
consequences that are most likely to occur if any of the hazards that have been
identified in PART 1: HAZARD IDENTIFICATION, result in an actual incident.
The following point values are suggested:
 4 points – Catastrophic – Loss of life; permanent disability;
loss of entire facility; permanent
 3 points – Critical – Severe injury or illness with lost time;
major property damage; no permanent disability or fatality;
interruption of activities for extended period of time
 2 points – Marginal – Minor injury or illness; minor property
damage; interruption of activities for more than one day
 1 point – Negligible – Probably no injury or illness; no loss
other than interruption of activities for a short period of time
2.2 Frequency/Probability (Likelihood of Occurrence): Consider
the probability that a loss would occur. Ask yourself the following
key questions: How likely is it that things will go wrong as a result
of the hazard that has been identified? How often is the activity
which creates the hazard performed? How often is the hazard
present? Use the following point values:
 3 points – High probability of occurrence
 2 points – Moderate probability of occurrence
 1 point – Low probability of occurrence
2.3 Exposure: Consider the number of persons (students and
faculty) who could be potentially affected by a worst case
scenario caused by each of the potential hazards that have been
identified. The following point values are suggested:
 3 points – Many persons are affected frequently
 2 points – A few persons are affected frequently
 1 point – A few persons are affected up to a few times per day
88
2.4 Prioritization: Based on the analysis, above, and using this
Hazard Prioritization Matrix, prioritize the hazards identified in
Part 1 and evaluated in Parts 2.1, 2.2, 2.3.
Step 1: List each of the hazardous conditions that you have
identified in Part 1 of the worksheet in the first column.
Step 2: Based on the criteria given above in Parts 2.1, 2.2 and
2.3, assign a point value for each hazard in each of the three
columns.
Step 3: Add up the point values, horizontally, for each of the
hazards.
Step 4: Rearrange the hazards that were identified in descending
order with the one with the highest total point value first, then the
one with the next-highest point value; and so on.
Hazard Prioritization Matrix
Hazard
Identified
Severity
Probability
Exposure
Total
Points
Step 5: You have just developed a list of the potentially hazardous
conditions existing at your school facility, based on their relative
riority.
89
The items on the prioritized list with the highest point value will generally be those that
are most serious, and should receive the greatest attention in terms of resources
expended to eliminate it. As with all organizations, especially educational institutions,
your resources are not without limitations. There is a finite amount of money, time, and
personnel available to solve these problems. By prioritizing the hazards, and
concentrating on those with the highest priority, you will concentrate on the “worst first.”
This is the smart way to allocate limited resources and, even though you might not get
all the way through the list, you will have the satisfaction and peace of mind that comes
with dealing with the “really important” problems first.
3.0
PART 3: HAZARD CONTROL MEASURES
The last part is to implement those control measures that will either eliminate or
minimize hazards to the point where they will become acceptable. Also, you will be
applying these control measures to the most serious hazards first, then to the next-mostserious, and so on.
Most control measures fall into one or more of three categories. They are (1)
engineering controls; (2) administrative controls; and (3) personal protective equipment
(PPE). This is not only a listing of the three types, but it is also the preferred sequence
for applying the controls, as engineering controls are the most effective way to control a
hazard, followed by administrative controls and finally by PPE. Many times, the most
effective controls are a blending of all three types.
3.1 Engineering Controls: Usually engineering controls are considered the most
effective because, if they are successful, they eliminate the hazard, or remove it
from the presence of people. When applying engineering controls look for ways
to design or redesign hazardous situations or equipment, substitute safer
materials in the place of dangerous ones, and ways to install guards or other
protective devices.
3.2 Management/Administrative Controls: Management/administrative controls
are next in line to be applied in the control of a hazard because they are the
direct responsibility of the persons who are operating the facility. In an
educational environment, that means the administration and faculty. These
controls involve such things as: implementation and enforcement of safe policies
and procedures; limitations on the exposure to hazards through work
assignments, number of persons involved in an activity, etc., and similar
approaches.
3.3 Personal Protective Equipment (PPE): The last approach to hazard control
involves the use of PPE. This is because PPE does not eliminate the hazard
but, rather, only establishes a barrier or shield between the hazard and the
exposed person. If the exposed person does not have the correct type of PPE,
or does not use it properly, then that person will be exposed to the full effect of
the hazard.
90
WALKING, WORKING
SURFACES/STAIRS/RAILINGS
WORKSHEET
INSTRUCTIONS: Use this worksheet as a guide to conduct a survey of the instructional
facilities. Answer each of the bulleted () questions by circling the answer that applies to the
condition at your facility. Note that one of the answers for each question is “red.” If any of the
answers you circled are “red,” it is the sign of a condition that may indicate a possible hazard.
For every “red” answer marked, write a brief description of the deficient condition observed, in
the space provided at the end of the worksheet.
Please Circle
the
Appropriate
Answer
1.0
PART 1: HAZARD IDENTIFICATION
1.1
Facilities
1.1.1
Stairs

Are fixed stairs (rather than ladders or other means
of access) provided where access to elevation is
necessary on a daily or regular basis?
Y N N/A

Do fixed stairs have a minimum width of 22 inches?
Y N N/A

Are fixed stairs installed at angles to the horizontal
between 30º and 50º?
Y N N/A

Are all treads reasonably slip-resistant with the
front protruding edge of the tread of a nonslip
finish?
Y N N/A

Do fixed stairs have a uniform rise height and
tread width throughout the flight of stairs?
Y N N/A

Are stairway landing platforms no less than the
width of the stairway and a minimum of 30
inches long measured in the direction of travel?
Y N N/A
91
1.1.2

Are standard railings provided on all open sides
of exposed stairways and stair platforms?
Y N N/A

Is a vertical clearance above the stair tread to an
overhead obstruction that is at least seven feet
measured from the edge of the tread?
Y N N/A
Classrooms, Lavatories, etc.

Are all changes in classroom use and alterations,
Y N N/A
repairs, construction, or installation of new equipment
reviewed with the appropriate state and local agencies
that have jurisdiction over school modifications?

Is an electric solenoid key-operated gas shut-off
switch installed on each gas supply line to your shop,
lab or instructional area?
Y N N/A

Are classrooms kept clean and free from debris to
the greatest extent practical given the types of
activities being performed?
Y N N/A

Are waste materials that are prone to rotting placed
in leak-proof receptacles with tight fitting covers and
removed daily for disposal?
Y N N/A

Are classrooms maintained, as far as reasonably
practicable, to prevent the entrance or harborage of
rodents, insects, and other vermin?
Y N N/A

Is water available that is suitable for drinking,
personal hygiene, food preparation or cleaning?
Y N N/A

Are all non-drinking water outlets clearly marked
as such?
Y N N/A

Are lavatories equipped with hot and cold running
water, hand soap, and towels or driers?
Y N N/A

Where showers are required, are soap, hot and
cold running water through a common discharge
line, and individual towels provided?
Y N N/A

Is the consumption of food and beverages
prohibited in or near toilet rooms or areas containing
toxic materials?
Y N N/A
92

Is storage of food or beverages prohibited in toilet
rooms or in an area exposed to a toxic material?
Y N N/A

Where employees are required to wear protective
clothing, are change rooms provided with storage
facilities for street clothes and separate storage
facilities for the protective clothing?
Y N N/A

Is material stored so as not to create a hazard?
Note: Bags, containers, bundles, etc., stored in
tiers must be stacked, blocked, interlocked, and
limited in height so that they are stable and
secured against sliding and collapse.
Y N N/A

Are storage areas kept free from hazards that may
cause tripping, fire, explosion, or pest harborage?
Y N N/A

Is sufficient safe clearance available through aisles,
loading docks, turns, or doorways when mechanical
handling equipment is used?
Y N N/A

Are head clearance warning signs provided where
needed?
Y N N/A

Are all passageways, work areas, storerooms, and
Y N N/A
washing facilities kept orderly and sanitary?
Note: examples of violations include floor areas strewn
with lumber, tires, books, and boxes.

Are all floors kept clean and as far as possible dry?
Y N N/A

If floors are likely to get wet (such as in food preparation), are platforms, mats, or other dry standing
places provided where practicable?
Y N N/A

Are floors kept free of protruding nails, splinters,
holes, or loose boards?
Y N N/A

Are aisles and passageways kept clear and in
good repair, with no obstructions that could create
a hazard?
Y N N/A

Are covers and/or guardrails provided to protect
people from falling into pits, tanks, vats, ditches, etc.
Y N N/A
93
1.1.3

Are areas used for storage of materials marked with
conspicuous signs that indicate the load-bearing
capacity of the floor?
Y N N/A

Is the weight of stored materials assessed to ensure
that it is below the load-bearing capacity of the floor?
Y N N/A
Guarding Floors, Stairs & Other Openings

Is every skylight floor opening and hole guarded by
a standard skylight screen or a fixed standard railing
on all exposed sides?
Y N N/A

Are all floor openings to stairways, ladderways,
hatchways, chutes, or manholes guarded by a
standard railing and toeboard (on all sides
except the entrance) or other protective cover?
Y N N/A

Is every temporary floor opening guarded by a
standard railing or constantly attended by someone?
Y N N/A

Is every floor hole into which a person could fall
guarded by either a standard railing and toeboard
or floor hole cover?
Y N N/A

Is every floor hole into which a person could not
fall (because of fixed machinery, equipment, or
walls) protected by a cover that leaves no openings
more than 1 inch wide?
Note: The cover must be securely held in place to
prevent tools or materials from falling through.
Y N N/A

Where doors or gates open directly onto a stairway,
does a platform allow an effective width of at least
20 inches when the door swings open?
Y N N/A

Is every open-sided floor or platform that is 4 feet or
more above the adjacent floor ground level guarded
by a standard railing on all open sides?
Y N N/A

Is every runway guarded by a standard railing on
all open sides that are 4 feet or more above the
floor or ground level?
Y N N/A
94
Y N N/A

Regardless of height, are all open-sided floors,
walkways, platforms, or runways guarded with a
standard railing and toeboard if they are above or
adjacent to any dangerous equipment or operation?

Is every open-sided floor or platform that is 4 feet
Y N N/A
or more above the adjacent floor ground level
guarded by a toeboard if, beneath the open sides,
(a) people could pass, (b) machinery could move or
(c) equipment could create a hazard of falling materials?

Is every wall opening from which the drop is more
than 4 feet guarded with a standard railing or other
barriers?
Y N N/A

Is every window wall opening guarded by slats, grill
work, or standard railing if (a) it is at a stairway
landing, floor, platform, or balcony from which the
drop is more than 4 feet, and (b) the bottom of the
opening is less than 3 feet above the platform or
landing?
Y N N/A

Is every flight of stairs with four or more risers
equipped with standard stair railings or standard
handrails as specified below?
Y N N/A
a. On stairways less than 44 inches wide with
both sides enclosed, at least one handrail is
required, preferably on the right hand side
descending.
b. On stairways less than 44 inches wide with
one open side, at least one stair railing must be
on the open side.
c. On stairways less than 44 inches wide with
both sides open, one stair railing is required on
`each side.
d. On stairways more than 44 inches wide but
less than 88 inches wide, one handrail on each
enclosed side and one stair railing on each
open side is required.
95
Y N N/A
e. On stairways 88 or more inches wide, one
handrail on each enclosed side, one side railing
on each open side, and one intermediate stair
railing located approximately midway of the
width is required.

Where standard railings are provided, do they meet
Y N N/A
the following specifications?
The rail must consist of a top rail at a height
of 42 inches and a mid rail at approximately 21 inches.
The top rail must be smooth surfaced throughout the
length of the railing. It must be able to withstand a force
at 200 lbs. In any direction with a deflection of less than
2 inches.

Are all stair railings between 30 and 34 inches
from the top of the rail to the surface of the tread
in line with the face of the riser at the forward edge
of tread?
Y N N/A

If wooden railings are used for guardrails, are the
posts at least 2 inch by 4 inch and spaced
less than 6 feet apart?
Note: The top rail and intermediate rails must also
be at least 2 inches by 4 inches stock.
Y N N/A

If pipe railings are used, are posts and top and
intermediate rails at least 1- ½ inches nominal
diameter with posts spaced less than 8 feet on
centers?
Y N N/A

If structural steel is used for guardrails, are the
posts and top and intermediate rails (a) at least 2
inches by 3/8 inch angle irons, or (b) other metal
shapes of equivalent bending strength with posts
spaced not more than 8 feet on centers?
Y N N/A

Is the guardrail anchored and of such construction
that it is capable of withstanding a load of at least
200 pounds applied in any direction at any point on
the top rail?
Y N N/A

Are standard toeboards at least 4 inches in
height provided at the floor of the guardrail?
Y N N/A

Are handrails constructed so that they can be
easily grasped (i.e., rounded)?
Y N N/A
96
2.0

Are all handrails and railings provided with a
clearance of at least 3 inches between the handrail or railing and any other object?
Note: A distance less than this would make it
difficult to get a good grasp in an emergency.
Y N N/A

Are skylight screens constructed so that they are
capable of withstanding a load of at least 200
pounds applied perpendicularly to any area on the
screen?
Note: Sometimes people get on the roof and fall
through skylight screens that are not designed to
prevent this type of fall.
Y N N/A

Are wall opening barriers (rails, rollers, picket
fences, and half doors) constructed and mounted so
that the barrier is capable of withstanding a load of
at least 200 pounds applied in any direction (except
upward) at any point on the top rail or corresponding
member?
Y N N/A
PART 2: HAZARD EVALUATION & PRIORITIZATION
This part of the worksheet enables you to examine each of the potential hazards (the
red answers) that were identified in PART 1: HAZARD IDENTIFICATION, and to assign
it a value corresponding to its relative risk. Relative risk is usually defined in terms of
three factors: (1) severity; (2) frequency/probability; and (3) exposure. Each of these
factors is described below, and the point values are provided for the corresponding
degree of risk. Note that the greater the risk, the higher the point value.
2.1 Severity: Consider the potential losses or destructive and disruptive consequences
that are most likely to occur if any of the hazards that have been identified in PART
1: HAZARD IDENTIFICATION, result in an actual incident. The following point values
are suggested:
 4 points – Catastrophic – Loss of life; permanent disability;
loss of entire facility; permanent
 3 points – Critical – Severe injury or illness with lost time;
major property damage; no permanent disability or fatality;
interruption of activities for extended period of time
 2 points – Marginal – Minor injury or illness; minor property
damage; interruption of activities for more than one day
 1 point – Negligible – Probably no injury or illness; no loss
other than interruption of activities for a short period of time
97
2.2 Frequency/Probability (Likelihood of Occurrence): Consider the
probability that a loss would occur. Ask yourself the following key
questions: How likely is it that things will go wrong as a result of the
hazard that has been identified? How often is the activity which
creates the hazard performed? How often is the hazard present? Use
the following point values:
 3 points – High probability of occurrence
 2 points – Moderate probability of occurrence
 1 point – Low probability of occurrence
2.3 Exposure: Consider the number of persons (students and faculty)
who could be potentially affected by a worse case scenario caused by
each of the potential hazards that have been identified. The following
point values are suggested:
 3 points – Many persons are affected frequently
 2 points – A few persons are affected frequently
 1 point – A few persons are affected up to a few times per day
2.4 Prioritization: Based on the analysis, above, and using this Hazard
Prioritization Matrix, prioritize the hazards identified in Part 1 and
evaluated in Parts 2.1, 2.2, 2.3.
Step 1: List each of the hazardous conditions that you have
identified in Part 1 of the worksheet in the first column.
Step 2: Based on the criteria given above in Parts 2.1, 2.2 and
2.3, assign a point value for each hazard in each of the three
columns.
Step 3: Add up the point values, horizontally, for each of the
hazards.
Step 4: Rearrange the hazards that were identified in descending
order with the one with the highest total point value first, then the
one with the next-highest point value; and so on.
98
Hazard Prioritization Matrix
Hazard
Identified
Severity
Probability
Exposure
Total
Points
Step 5: You have just developed a list of the potentially hazardous
conditions existing in your school facility, based on their relative
priority.
The items on the prioritized list with the highest point value will generally be those that
are most serious, and should receive the greatest attention in terms of resources
expended to eliminate it. As with all organizations, especially educational institutions,
your resources are not without limitations. There is a finite amount of money, time, and
personnel available to solve these problems. By prioritizing the hazards, and
concentrating on those with the highest priority, you will concentrate on the “worst first.”
This is the smart way to allocate limited resources and, even though you might not get
all the way through the list, you will have the satisfaction and peace of mind that comes
with dealing with the “really important” problems first.
3.0
PART 3: HAZARD CONTROL MEASURES
The last part is to implement those control measures that will either eliminate or
minimize hazards to the point where they will become acceptable. Also, you will be
applying these control measures to the most serious hazards first, then to the next-mostserious, and so on.
Most control measures fall into one or more of three categories. They are (1)
engineering controls; (2) administrative controls; and (3) personal protective equipment
(PPE). This is not only a listing of the three types, but it is also the preferred sequence
for applying the controls, as engineering controls are the most effective way to control a
hazard, followed by administrative controls and finally by PPE. Many times, the most
effective controls are a blending of all three types.
99
3.1 Engineering Controls: Usually engineering controls are considered the most
effective because, if they are successful, they eliminate the hazard, or remove it from
the presence of people. When applying engineering controls, look for ways to design
or redesign hazardous situations or equipment, to substitute safer materials in the
place of dangerous ones, and ways to install guards or other protective devices.
3.2 Management/Administrative Controls: Management/administrative controls are
next in line to be applied in the control of a hazard because they are the direct
responsibility of the persons who are operating the facility. In an educational
environment, that means the administration and faculty. These controls involve such
things as: implementation and enforcement of safe policies and procedures;
limitations on the exposure to hazards through work assignments, number of
persons involved in an activity, etc., and similar approaches.
3.3 Personal Protective Equipment (PPE): The last approach to hazard control
involves the use of PPE. This is because PPE does not eliminate the hazard but,
rather, only establishes a barrier or shield between the hazard and the exposed
person. If the exposed person does not have the correct type of PPE, or does not
use it properly, then that person will be exposed to the full effect of the hazard.
100
MEANS OF EGRESS/ESCAPE
INSTRUCTIONS: Use this worksheet as a guide to conduct a survey of the instructional
facilities. Answer each of the bulleted () questions by circling the answer that applies to the
condition at your facility. Note that one of the answers for each question is “red.” If any of the
answers you circled are “red,” it is the sign of a condition that may indicate a possible hazard.
For every “red” answer marked, write a brief description of the deficient condition observed, in
the space provided at the end of the worksheet.
Please Circle
the
Appropriate
Answer
1.0
PART 1: GENERAL
1.1
Self-Inspection Checklist

Are exits provided to permit the prompt escape
of occupants in case of fire or other emergency?
Y N N/A

Is every exit, way of approach, and way to travel from
the exit to the street continuously maintained and free
of all obstructions or impediments?
Note: The following items, if they block fire exits,
are examples of violations: boxes of light tubes,
empty boxes, a cart, metal fence posts, lawnmowers,
steel racks, wood, tools, scales, ball racks, soccer
balls, stored equipment, machines on the floor, and
tripping hazards such as electric cords, tools,
lumber, and hoses.
Y N N/A

Are exits maintained so as to provide free and
obstructed egress or escape when the room is
occupied?
Note: No locks, chains, or fastenings to prevent
free escape from the inside are permitted.
Y N N/A

Does every building or area have two exits if one
exit could be blocked because of fire, smoke, or
other emergency?
Y N N/A
101

Do exits discharge directly onto a street, yard,
court, or other open space that gives safe access
to a public way?
Y N N/A

Do exit doors swing in the direction of travel
when an area is occupied by more than 50
people or where hazardous operations are
conducted?
Y N N/A

Are all exit doors and paths of exit 28 inches
or more in width?
Note: Examples of violations include a stack
of wood restricting the exit to 14 inches, a space
of only 17 inches between the desk and the wall,
and a space of only 14 inches between desks.
Y N N/A

Are means of egress or exit designed and
maintained to provide adequate head room, with the
ceiling height at least 7-1/2 feet and any projection
from the ceiling more than 6 feet 8 inches from the
floor?
Y N N/A

Is every exit clearly visible and the route to it
conspicuously indicated so everyone readily
knows the direction of escape from any point?
Y N N/A

In areas equipped for artificial illumination, do all
exit paths have adequate and reliable illumination?
Y N N/A

Are exits prohibited through bathrooms or other rooms
subject to locking?
Y N N/A

Is storage of flammable or combustible materials
in exit corridors prohibited?
Y N N/A

Is the use of highly flammable furnishings or
decorations prohibited?
Y N N/A
1.2 Exit Marking

Is access to exits marked by readily visible signs and
arrows when the way to reach it is not immediately
visible?
Y N N/A

Are doors, passageways or stairways that are neither
exits nor a way to an exit, and which can be mistaken
Y N N/A
102
for an exit, marked with a sign reading “Not An Exit” or
similar designation?
Note: Other appropriate markings would be “To Basement,”
“To Storeroom,” “To Linen Closet,” etc.

Are exit signs clearly visible, distinctive in color, and
easily distinguished from decorations, interior finish,
and other signs?
Note: The following are prohibited: decorations, furnishings,
or equipment that impair the visibility of exit signs; and any
brightly illuminated sign, display, or object in or near the line
of vision of the egress sign that detracts attention from the
egress sign so that it is not noticeable.
Y N N/A

Is every exit sign illuminated by a reliable light source?
Y N N/A

In areas where reduction of normal illumination is
permitted, are exit signs internally illuminated?
Y N N/A

2.0
Does every exit sign have the word “Exit” in plainly
legible letters not less than 6 inches high, with the
principal strokes of letters not less than three-fourthsinch wide?
Y N N/A
PART 2: HAZARD EVALUATION & PRIORITIZATION
This part of the worksheet enables you to examine each of the potential hazards (the
red answers) that were identified in PART 1: HAZARD IDENTIFICATION, and to assign
it a value corresponding to its relative risk. Relative risk is usually defined in terms of
three factors: (1) severity; (2) frequency/probability; and (3) exposure. Each of these
factors is described below, and the point values are provided for the corresponding
degree of risk. Note that the greater the risk, the higher the point value.
2.1 Severity: Consider the potential losses or destructive and disruptive consequences
that are most likely to occur if any of the hazards that have been identified in PART
1: HAZARD IDENTIFICATION, result in an actual incident. The following point values
are suggested:
 4 points – Catastrophic – Loss of life; permanent disability;
loss of entire facility; permanent
 3 points – Critical – Severe injury or illness with lost time;
major property damage; no permanent disability or fatality;
interruption of activities for extended period of time
103
 2 points – Marginal – Minor injury or illness; minor property
damage; interruption of activities for more than one day
 1 point – Negligible – Probably no injury or illness; no loss
other than interruption of activities for a short period of time
2.2 Frequency/Probability (Likelihood of Occurrence): Consider the
probability that a loss would occur. Ask yourself the following key
questions: How likely is it that things will go wrong as a result of the
hazard that has been identified? How often is the activity which
creates the hazard performed? How often is the hazard present? Use
the following point values:
 3 points – High probability of occurrence
 2 points – Moderate probability of occurrence
 1 point – Low probability of occurrence
2.3 Exposure: Consider the number of persons (students and faculty)
who could be potentially affected by a worse case scenario caused by
each of the potential hazards that have been identified. The following
point values are suggested:
 3 points – Many persons are affected frequently
 2 points – A few persons are affected frequently
 1 point – A few persons are affected up to a few times per day
2.4 Prioritization: Based on the analysis, above, and using this Hazard
Prioritization Matrix, prioritize the hazards identified in Part 1 and
evaluated in Parts 2.1, 2.2, 2.3.
Step 1: List each of the hazardous conditions that you have
identified in Part 1 of the worksheet in the first column.
Step 2: Based on the criteria given above in Parts 2.1, 2.2 and
2.3, assign a point value for each hazard in each of the three
columns.
Step 3: Add up the point values, horizontally, for each of the
hazards.
Step 4: Rearrange the hazards that were identified in descending
order with the one with the highest total point value first, then the
one with the next-highest point value; and so on.
104
Hazard Prioritization Matrix
Hazard
Identified
Severity
Probability
Exposure
Total
Points
Step 5: You have just developed a list of the potentially hazardous
conditions existing at your school facility, based on their relative
priority.
The items on the prioritized list with the highest point value will generally be those that
are most serious, and should receive the greatest attention in terms of resources
expended to eliminate it. As with all organizations, especially educational institutions,
your resources are not without limitations. There is a finite amount of money, time, and
personnel available to solve these problems. By prioritizing the hazards, and
concentrating on those with the highest priority, you will concentrate on the “worst first.”
This is the smart way to allocate limited resources and, even though you might not get
all the way through the list, you will have the satisfaction and peace of mind that comes
with dealing with the “really important” problems first.
3.0
PART 3: HAZARD CONTROL MEASURES
The last part is to implement those control measures that will either eliminate or
minimize hazards to the point where they will become acceptable. Also, you will be
applying these control measures to the most serious hazards first, then to the next-mostserious, and so on.
Most control measures fall into one or more of three categories. They are (1)
engineering controls; (2) administrative controls; and (3) personal protective equipment
(PPE). This is not only a listing of the three types, but it is also the preferred sequence
for applying the controls, as engineering controls are the most effective way to control a
hazard, followed by administrative controls and finally by PPE. Many times, the most
effective controls are a blending of all three types.
105
3.1 Engineering Controls: Usually engineering controls are considered the most
effective because, if they are successful, they eliminate the hazard, or remove it from
the presence of people. When applying engineering controls, look for ways to design
or redesign hazardous situations or equipment, to substitute safer materials in the
place of dangerous ones, and ways to install guards or other protective devices.
3.2 Management/Administrative Controls: Management/administrative controls are
next in line to be applied in the control of a hazard because they are the direct
responsibility of the persons who are operating the facility. In an educational
environment, that means the administration and faculty. These controls involve such
things as: implementation and enforcement of safe policies and procedures;
limitations on the exposure to hazards through work assignments, number of
persons involved in an activity, etc., and similar approaches.
3.3 Personal Protective Equipment (PPE): The last approach to hazard control
involves the use of PPE. This is because PPE does not eliminate the hazard but,
rather, only establishes a barrier or shield between the hazard and the exposed
person. If the exposed person does not have the correct type of PPE, or does not
use it properly, then that person will be exposed to the full effect of the hazard.
106
ERGONOMICS WORKSHEET
INSTRUCTIONS: Use this worksheet as a guide to conduct a survey of the instructional
facilities. Answer each of the bulleted () questions by circling the answer that applies to the
condition at your facility. Note that one of the answers for each question is “red.” If any of the
answers you circled are “red,” it is the sign of a condition that may indicate a possible hazard.
For every “red” answer marked, write a brief description of the deficient condition observed, in
the space provided at the end of the worksheet.
See Appendix G: Ergonomics for additional guidance material.
Please Circle
the
Appropriate
Answer
1.0
PART 1: HAZARD IDENTIFICATION
1.1 Evaluation
1.1.1 Physical Stress
 Does the job require contact of fingers or wrist
with sharp edges?

Do hand tools or process equipment vibrate the
worker’s hands, arms, or whole body?
1.1.2 Force
 Does the job require more than 10 pounds of
force?
Y N N/A
Y N N/A
Y N N/A

Does the job require using a pinch grip
(between thumb and finger)?
Y N N/A

Are gloves used, increasing the force needed
for motion of the fingers?
Y N N/A

Does the job require frequent heavy lifting
(> 40 lbs., 2 hours per day)?
Y N N/A

Does the job require occasional very heavy
lifting (> 50 lbs.)?
Y N N/A
107

1.1.3
1.1.4
Does the job require handling items that are
difficult to grasp?
Y N N/A
Posture
 Does the job require flexion or extension
(bending up or down) of the wrist?
Y N N/A

Does the job deviating the wrist side to side
(ulnar or radial deviation)?
Y N N/A

Is the worker seated while performing the job?
Y N N/A

Does the job require “clothes wringing” motion?
Y N N/A

Does the job require extended reaches, beyond
normal arm reach?
Y N N/A

Does the job require awkward lifts or carries
that are near the floor, above the shoulders, or
far in front of the body?
Y N N/A

Does the job require exertion of pushing, pulling,
lifting, or lowering forces in awkward positions to
side, overhead, or at extended reaches?
Y N N/A

Do workers sit on the front edges of chairs?
Y N N/A

Is the worker required to maintain the same
posture, either sitting or standing, all of the time?
Y N N/A
Workstation
Is the orientation of the work surface non-adjustable?


Does the work surface appear to be too high or too
low for many operators?
Y N N/A
Y N N/A

Is the location of the tool non-adjustable?
Y N N/A

Does the job require handling oversized objects that
require two-person lifting?
Y N N/A

Is there an absence of material handling aids, such
as air hoists and scissors tables?
Y N N/A
108

1.1.5
1.1.6
1.1.7
Do workers attempt to modify their chairs or work
surfaces by adding cushions or pads?
Y N N/A
Repetitiveness
 Does the job require that one motion pattern be
repeated at a high frequency?
Y N N/A

Is the cycle time for repetitive operations less than
30 seconds?
Y N N/A

Is the work pace rapid and not under the operator’s
control?
Y N N/A
Tool Design
 Is the handle too large for the thumb and finger
to slightly overlap around a closed grip?
Y N N/A

Is the span of the tool’s handle less than 5 cm
(2 inches)?
Y N N/A

Is the handle of the tool made of metal?
Y N N/A

Is the weight of the tool greater than 10 pounds?
Y N N/A

Are heavy tools lacking devices to suspend some
of their weight?
Y N N/A

Does the use of the tool require flexion or extension
of the wrist (bending up or down)?
Y N N/A

Does the tool require ulnar or radial deviation of
the wrist (bending to either side)?
Y N N/A
Work Environment
 Are housekeeping practices poor, e.g., aisles
cluttered, waste on the floor?
Y N N/A

Are floors uneven or slippery?
Y N N/A

Does the job require frequent (daily) stair or ladder
climbing?
Y N N/A

Do the work tasks contain significant visual
components, requiring good lighting?
Y N N/A
109
1.1.8

Does the worker’s eye have to move periodically
from dark to light areas?
Y N N/A

Is the air temperature uncomfortably hot or cold?
Y N N/A
Computer Work Stations
 Are Video Display Terminals (VDT) Stations
arranged so that lighting does not reflect directly
off the screen?
Y N N/A

Do the seat and backrest of the chair support
comfortable posture permitting occasional variation
in the sitting positions?
Y N N/A

Is the seat height adjustable so that the entire sole
of the foot rests on the floor or a footrest, and the
back of the knee is slightly higher than the seat of
the chair?
Y N N/A

Is the backrest height adjustable?
Y N N/A

Is the backrest angle adjustable?
Y N N/A

Is the workstation adjusted so that the wrist is in
a straight line, i.e., not bent up or down.
Y N N/A

Is the topmost line of the screen is slightly below
eye level.
Y N N/A

Can the screen position be titled?
Y N N/A

Is the document holder positioned at the same height
and at the same distance from the viewer as the screen.
Y N N/A

Is the work surface large enough to hold all needed
reference material (at least 35 inches wide).
Y N N/A

Can paper be easily and conveniently loaded into
printers without the need for lifting heavy boxes in
awkward postures.
Y N N/A

Does the screen have color, brightness, and contrast
satisfactory with the operator.
Y N N/A
110
2.0

Does excessive illumination at the VDT produce
glare or distortion of the screen or does low illumination
make it difficult to read documents?
Y N N/A

Are characters on the screen clear and free of
flicker or jitter?
Y N N/A

Is there adequate room under the work table to
permit movement of operator’s legs and foot rest
where necessary?
Y N N/A

Do task schedules allow the operator at least a 15
minute break period during each 2-hour period?
Y N N/A
PART 2: HAZARD EVALUATION & PRIORITIZATION
This part of the worksheet enables you to examine each of the potential hazards (the
red answers) that were identified in PART 1: HAZARD IDENTIFICATION, and to assign
it a value corresponding to its relative risk. Relative risk is usually defined in terms of
three factors: (1) severity; (2) frequency/probability; and (3) exposure. Each of these
factors is described below, and the point values are provided for the corresponding
degree of risk. Note that the greater the risk, the higher the point value.
2.1 Severity: Consider the potential losses or destructive and disruptive consequences
that are most likely to occur if any of the hazards that have been identified in PART
1: HAZARD IDENTIFICATION, result in an actual incident. The following point values
are suggested:
 4 points – Catastrophic – Loss of life; permanent disability;
loss of entire facility; permanent
 3 points – Critical – Severe injury or illness with lost time;
major property damage; no permanent disability or fatality;
interruption of activities for extended period of time
 2 points – Marginal – Minor injury or illness; minor property
damage; interruption of activities for more than one day
 1 point – Negligible – Probably no injury or illness; no loss
other than interruption of activities for a short period of time
2.2 Frequency/Probability (Likelihood of Occurrence): Consider the
probability that a loss would occur. Ask yourself the following key
questions: How likely is it that things will go wrong as a result of the
hazard that has been identified? How often is the activity which
creates the hazard performed? How often is the hazard present? Use
the following point values:
111
 3 points – High probability of occurrence
 2 points – Moderate probability of occurrence
 1 point – Low probability of occurrence
2.3 Exposure: Consider the number of persons (students and faculty)
who could be potentially affected by a worse case scenario caused by
each of the potential hazards that have been identified. The following
point values are suggested:
 3 points – Many persons are affected frequently
 2 points – A few persons are affected frequently
 1 point – A few persons are affected up to a few times per day
2.4 Prioritization: Based on the analysis, above, and using this Hazard
Prioritization Matrix, prioritize the hazards identified in Part 1 and
evaluated in Parts 2.1, 2.2, 2.3.
Step 1: List each of the hazardous conditions that you have
identified in Part 1 of the worksheet in the first column.
Step 2: Based on the criteria given above in Parts 2.1, 2.2 and
2.3, assign a point value for each hazard in each of the three
columns.
Step 3: Add up the point values, horizontally, for each of the
hazards.
Step 4: Rearrange the hazards that were identified in descending
order with the one with the highest total point value first, then the
one with the next-highest point value; and so on.
Hazard Prioritization Matrix
Hazard
Identified
Severity
Probability
112
Exposure
Total
Points
Step 5: You have just developed a list of the potentially hazardous
conditions existing at your school facility, based on their relative
priority.
The items on the prioritized list with the highest point value will generally be those that
are most serious, and should receive the greatest attention in terms of resources
expended to eliminate it. As with all organizations, especially educational institutions,
your resources are not without limitations. There is a finite amount of money, time, and
personnel available to solve these problems. By prioritizing the hazards, and
concentrating on those with the highest priority, you will concentrate on the “worst first.”
This is the smart way to allocate limited resources and, even though you might not get
all the way through the list, you will have the satisfaction and peace of mind that comes
with dealing with the “really important” problems first.
3.0
PART 3: HAZARD CONTROL MEASURES
The last part is to implement those control measures that will either eliminate or
minimize hazards to the point where they will become acceptable. Also, you will be
applying these control measures to the most serious hazards first, then to the next-mostserious, and so on.
Most control measures fall into one or more of three categories. They are (1)
engineering controls; (2) administrative controls; and (3) personal protective equipment
(PPE). This is not only a listing of the three types, but it is also the preferred sequence
for applying the controls, as engineering controls are the most effective way to control a
hazard, followed by administrative controls and finally by PPE. Many times, the most
effective controls are a blending of all three types.
3.1 Engineering Controls: Usually engineering controls are considered the most
effective because, if they are successful, they eliminate the hazard, or remove it from
the presence of people. When applying engineering controls, look for ways to design
or redesign hazardous situations or equipment, to substitute safer materials in the
place of dangerous ones, and ways to install guards or other protective devices.
3.2 Management/Administrative Controls: Management/administrative controls are
next in line to be applied in the control of a hazard because they are the direct
responsibility of the persons who are operating the facility. In an educational
environment, that means the administration and faculty. These controls involve such
things as: implementation and enforcement of safe policies and procedures;
limitations on the exposure to hazards through work assignments, number of
persons involved in an activity, etc., and similar approaches.
3.3 Personal Protective Equipment (PPE): The last approach to hazard control
involves the use of PPE. This is because PPE does not eliminate the hazard but,
rather, only establishes a barrier or shield between the hazard and the exposed
person. If the exposed person does not have the correct type of PPE, or does not
use it properly, then that person will be exposed to the full effect of the hazard.
113
PART 4:
REFERENCES
114
PART 4: REFERENCES
National Institute of Occupational Safety and Health (NIOSH) Publications NIOSH.
NIOSH Safety Checklist Program for Schools. Cincinnati, OH: National Institute for
Occupational Safety and Health, 2004. (DHHS [NIOSH] Publication No. 2004-101; NTIS
Publication No. PB 2004-500-139)
Applicable Occupational Safety and Health Administration (OSHA) Standards &
Publications
All of the following standards are found in Title 29 of the Code of Federal Regulations, Part
1910, Occupational Safety and Health Standards
Emergency Preparedness Emergency Procedures:
Plans
29 CFR 1910.38, Emergency Action

Fire Prevention, Protection:
29 CFR 1910.39, Fire Prevention Plans

Means of Egress/Escape
29 CFR 1910. Subpart E, Appendix
Hazard Communication

Compressed Gasses

Acetylene
29 CFR 1910.102, Acetylene

Oxygen
29 CFR 1910.104, Oxygen

Flam. and Combust. Liquids
29 CFR 1910.106, Flammable and Combustible Liquids

Hazard Communication
29 CFR 1910.1200, Hazard Communication
29 CFR 1910.101, Compressed Gases (General Requirements)
Hearing Conservation and Noise Protection

Noise Exposure
29 CFR 1910.95, Occupational Noise Exposure
Mechanical Hazards

Mechanical Hazards 29 CFR 1910, Subpart O, Machinery and Machine Guarding

Portable Powered Equipment 29 CFR 1910, Subpart P, Hand and Portable Tools
and Other Hand-Held Equipment
115
Walking and Working Surfaces

Walking and Working Surfaces
29 CFR 1910, Subpart D, Walking-Working Surfaces
Other Publications

EPA, et. al. Indoor Air Quality: Tools for Schools, IAQ Coordinator’s Guide. Washington, D.C.:
Environmental Protection Agency, 2000. (EPA Publication No. 402-K-95-001)
116
PART 5:
APPENDICES
117
Appendix A
Loss Prevention Policy Statement
118
Appendix A
LOSS PREVENTION POLICY STATEMENT
As Governor of the State of Louisiana, I am committed to providing a work environment
and working conditions that will be as accident free as possible for all employees as well
as the general public who utilize our facilities. To accomplish this goal, the State of
Louisiana shall comply with federal and state statues, directives, and regulations by
developing, implementing, and maintaining the best feasible operations, procedures,
technology, and policies to provide such conditions.
The state shall base its practices on the principles of least acceptable risk as defined by
the Loss Prevention Unit of the Office of Risk Management.
To fulfill these goals, the following is directed:




All state department, agency, boards and commissions heads are held
responsible and accountable for compliance with the state’s loss prevention
programs as provided by the Loss Prevention Unit of the Office of Risk
Management.
All employees of the state shall be made aware of the loss prevention
programs and how they directly affect their positions and their duties. Attention
to health and safety issues shall be a condition of employment for all state
employees. The basic responsibility for health and safety rests with the
individual.
Employee exposure to all known or suspected occupational health and safety
risks must be reduced as quickly as governmental regulations, technology and
economic feasibility allow. Controlling and eliminating undesirable risks and
hazards must be given top priority when budgeting and financial planning take
place.
All state department, agency, boards and commissions heads shall designate
one employee to serve as safety coordinator. This employee shall direct the
entity’s safety program and act as liaison with the Office of Risk Management.
Kathleen Babineaux Blanco, Governor
State of Louisiana
119
Date
Appendix B
Making Sense of Regulations
120
Appendix B
Making Sense of Regulations
Understanding Regulations
In dealing with regulations, it is important to know the levels of government, the enforcement agencies,
their vocabulary, who or what they protect, and what they regulate before you can understand the
regulations.
Regulations are created by federal, state, county and municipal governments. States, counties and
municipalities must comply with all Federal regulations. Counties and municipalities must comply with all
state regulations and so on.
Federal, state, county, and municipal agencies or governing bodies have the power to issue and enforce
regulations. These groups include the Federal Occupational Safety and Health Administration (OSHA),
state agencies, county boards of health, municipal boards of health, or town councils. It is beyond the
scope of the Safety Checklist Program to address state, county, or municipal regulations.
Federal statutes or acts are passed by Congress and become part of the U.S. Code. Regulations may
then be issued and enforced by a designated agency charged with that responsibility. Federal regulations
are first issued in the Federal Register. After a public comment period, final Federal regulations are
compiled in the Code of Federal Regulations (CFR) and can be cited by title, part, and section. Thus, 29
CFR 1910.120 refers to Title 29, Part 1910, section 120.
The laws are designed to protect private sector employees, public employees (federal, state, county, and
municipal employees, including public school teachers), private and public school students, the general
public, and the environment. Each agency has jurisdictional responsibilities for promulgating and
enforcing regulations to protect these groups. In addition, each agency has defined areas of hazards that
it regulates.
This arrangement of regulations can cause confusion about what to do and whom to call about complying
with the multitude of regulations. The next section, Overview of Regulatory Agencies, outlines what
hazards each organization regulates in career-technical educational programs in public schools.
Putting Regulations into Practice
Regulations are written to prevent certain hazards in specific situations or to establish procedures to
ensure safe and healthful conditions. However, not every hazard or situation has a corresponding
regulation. The inspector enforcing regulations is primarily interested in preventing the hazard and uses
regulations as a tool to achieve this goal. The inspector’s job is to ensure that everyone is made aware of
potential problems and that these problems are corrected. The inspector looks at the seriousness of the
hazard before citing violations or issuing fines.
121
Appendix B (cont.)
It is important to have some understanding of the inspector’s purpose and method of operation. Refer to
Appendix C: (Suggestions for Facilitating Inspections) of this manual for more information.
To establish that a violation exists, the inspector refers to a particular regulation or statute. The regulation
must be applicable to the situation encountered during the inspection. The inspector can only enforce
regulations from an agency he or she officially represents. Observed violations of regulations from other
agencies may be referred to the appropriate enforcement official or the inspector may simply make a
recommendation that the violation be corrected.
In some cases, the inspector may observe a hazard needing correction for which there is more than one
applicable regulation. An experienced inspector will cite the regulation that most closely indicates the
violation and the hazard.
In some cases, the inspector may observe a hazard needing correction for which there is no regulation.
The inspector may cite a very general regulation, if it exists, or may use a specific statutory provision for
this situation such as the “General Duty Clause” that exists in the OSHA Act. All violations of general
regulations and statutes should be supported by additional detailed information about the nature of the
violation. Often standards issued by the American National Standards Institute (ANSI), the National Fire
Protection Association (NFPA), the American Society of Heating, Refrigerating, and Air-Conditioning
Engineers (ASHRAE), and other organizations are cited in support of general violations.
In some cases, regulations may be quite specific and clear. In other cases, they may be very broad in
scope. Sometimes an inspector must use professional judgment in making a decision as to what the
regulation means and whether a particular situation is a violation of that regulation. In some cases, the
enforcing agency has taken an official position about what a particular regulation says. A cited party who
disagrees with an agency enforcement action can take the enforcement agency to court. If this happens,
the court interprets the regulation.
After an inspector has established a violation, the violation must be corrected (or abated) in a defined
time period. The abatement time period is usually agreed upon by both the enforcing agency and the
affected party. There may or may not be an associated fine, depending on the regulations of the enforcing
agency and the seriousness of the hazard. Defined procedures exist for contesting the violation and/or
the fine. Fines and procedures for contesting the violation are often controlled by the underlying statute or
act and the enforcement agency.
The number and changing nature of regulations makes them difficult to track. The bottom line, however,
should be the intent of the law rather than the letter of the law. If a good effort is made to carry out the
intent or purpose of the law, the occasional unintentional violation may not be significant.
Addresses and telephone numbers are provided in Appendix A: (Resource Agencies and Organizations)
for Federal agencies with environmental, safety, and health regulations applicable to career-technical
educational programs. Contact the appropriate Federal and State agencies for copies of regulations,
training materials, and help with interpreting the regulations. In some cases, these agencies may conduct
training at your school.
122
Appendix C
Description of Federal and State Agencies Louisiana
123
Appendix C
Description of Federal and State Agencies
Overview of Regulatory Agencies
Level
Agency
Hazards addressed
Jurisdiction
Federal
U.S. Department of Labor – Occupational
Safety and Health Administration (OSHA)
Safety and health
hazards in the workplace
Private and Federal
employees
Federal
U.S. Environmental Protection Agency (EPA)
Environmental, safety,
and health hazards
General public and the
environment
Federal
U.S. Department of Labor (DOL) –
Employment Standards Administration – Wage
and Hour Division
Young workers prohibited
to work in certain types of
hazardous jobs
All workers, especially
young workers under age
18
Limits to number of
working hours
State
State Department of Labor (DOL)
Safety and/or health
hazards in the workplace
State, county, and
municipal employees
(sometimes states
assume responsibility for
private employees as
well)
State
State Department of Health (DOH)
Health hazards in the
workplace and selected
health-related services to
the general public
State, county, and
municipal employees and
the general public
State
State Department of Environmental Quality
Protection (DEQ)
Environmental, safety,
and health hazards
The general public and
the environment
State
State Department of Education (DOE)
Environmental, safety,
and health hazards
Students and teachers in
private and public schools
State
State Department of Community Affairs (DCA)
Fire and building
construction safety
The general public
Municipal
Municipal boards, departments, etc.
Depends on the code or
ordinance
Residents and workers in
the municipality
124
Appendix C (cont.)
Occupational Safety and Health Administration (OSHA)
OSHA is a Federal Agency that promulgates and enforces standards dealing with occupational
safety and health as they apply to private and Federal employees in the workplace. The
legislative mandate for OSHA comes from the Occupational Safety and Health Act of 1970.
Under the Act, OSHA does not have jurisdiction over state and local government employees,
including those in public schools.
Section 18 of the Occupational Safety and Health Act allows states to develop OSHA-approved
State plans giving the state regulatory and enforcement responsibilities for occupational safety
and health within its borders (refer to the section “Federal Government Agencies, OSHA StatePlan States” in Appendix A: (Resource Agencies and Organizations). Section 18 requires these
“State-Plan” States to have standards and enforcement that are identical to (or at least as
protective as) Federal OSHA standards. These State Plans are also required to extend their
coverage to all state and local government workers. Including those in public schools. Twentysix states have OSHA-approved State Plans. These states, in addition to enforcement
programs, have extensive voluntary compliance programs, including on-site consultation
services available to public sector employees.
In states under Federal OSHA without State plans, OSHA has no authority to inspect or enforce
standards in public schools. However, the local Federal OSHA office may be able to provide
hazard recognition assistance and technical support. Extensive compliance assistance
information is also available on OSHA’s Web site (http:///www.osha.gov) and in Federal and
State publications. In addition, the U.S. Environmental Protection Agency (EPA) may enforce
certain OSHA standards, such as Hazardous Waste Operations (29 CFR 1910.120) or relevant
EPA standards in public schools.
When students are compensated for work done outside the school, as they are in cooperative
educational programs, they are defined as workers under the Occupational Safety and Health
Act or an OSHA-approved State plan. In such cases, the students will be covered by the
standards.
OSHA issues standards in the Federal Register that are compiled in the Code of Federal
Regulations (CFR), described below. The OSHA-approved State Plan states issue-comparable
standards that are identical to or “at least as effective as” Federal OSHA’s Standards:
29 CFR 1910 for General Industry Standards
29 CFR 1915 for Shipyard Employment
29 CFR 1917 for Marine Terminals
29 CFR 1918 for Longshore Safety
29 CFR 1926 for Construction Standards
29 CFR 1928 for Agricultural Standards
125
Appendix C (cont.)
U.S. Environmental Protection Agency (EPA)
The EPA (http://www.epa.gov) is a Federal agency that promulgates and enforces regulations
dealing with protection of the environment and the general public. It covers areas such as
collection and disposal of hazardous waste (including regulated medical waste), air pollution,
water pollution, drinking water quality, pesticides, solid waste, hazardous waste sites,
hazardous material releases that threaten the environment, asbestos in public schools, noise
pollution, and many other areas. EPA receives legislative direction from numerous acts or
statutes. The most notable of these include:

Toxic Substances Control Act (TSCA)

Resource Conservation and Recovery Act (RCRA)

Clean Air Act Amendments of 1990 (CAAA)

Clean Water Act (CWA)

Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA
or Superfund)

Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA)

Emergency Planning and Community Right-To-Know Act as part of the Superfund
Amendments and Reauthorization Act (SARA)

Safe Drinking Water Act (SDWA)
All regulations issued by EPA are compiled in Title 40 of the CFR. EPA does not routinely
inspect and enforce these regulations in schools. Most state environmental agencies have
assumed responsibility for adopting their own regulations and enforcing Federal EPA
Regulations. The only laws potentially involving direct EPA enforcement in schools are the
RCRA (which regulates hazardous waste), the Asbestos Hazard Emergency Response Act
(AHERA), and Title VI of the Clean Air Act dealing with stratospheric ozone protection.
State Department of Labor
A state normally has an agency that can promulgate and enforce safety regulations as they
apply to state, county, and municipal employees in the workplace. Students are not covered.
However, a state legislative mandate is necessary for these regulations to be developed. Some
states have “adopted by reference” the OSHA general industry standards, construction
standards, and agricultural standards for public employees. “Adoption by reference” means that
a regulatory agency requires compliance with regulations already issued by another agency.
Some states have also become a State OSHA Program, taking on responsibility for enforcing
Federal OSHA Regulations in their state through their state-level Department of Labor.
126
Appendix C (cont.)
State Department of Health
A state also has a Department of Health that promulgates and enforces health regulations. Its
activities must also be directed by legislative mandate. Some state Departments of Health assist
their Department of Labor in developing and enforcing occupational health regulations in the
workplace as they relate to employees.
The Department of Health also typically issues regulations dealing with retail food
establishments. Inspectors enforcing retail food laws are typically employed by county or
municipal health departments. Information about food regulations should be directed to the
county or municipal health department serving your school area.
State Department of Environmental Quality
States typically have a Department of Environmental Quality that promulgates and enforces
regulations dealing with the protection of the environment and the general public. It often covers
the same areas addressed by EPA—such as collection and disposal of hazardous waste
(including regulated medical waste), air pollution, water pollution, drinking water quality,
pesticides, solid waste, hazardous waste sites, hazardous material releases that threaten the
environment, environmental noise pollution, radiation, and many other areas. Most states are
authorized by the EPA to enforce almost all EPA Regulations. States normally issue their own
regulations incorporating the Federal Regulations.
State Department of Education
Each state’s Department of Education issues regulations covering all private and public
elementary and secondary schools. Some Departments of Education have issued regulations
dealing with environmental and occupational safety and health for students. State-level
Departments of Education may also issue regulations related to school construction.
Note: Schools and students may be subject to other restrictions besides regulations. Both the
states’ Department of Education and school districts may have policies or guidelines that control
environmental, safety, and health programs. Although they do not have the force of law, they
have the same effect. It is important to understand what is required by law, and what is required
by policy. By knowing the source of the requirement, it is easier to find the party best able to
answer any questions about the requirements.
Department of Community Affairs
Typically, an agency such as the Department of Community Affairs in a state promulgates and
enforces building and fire safety regulations. Most states have adopted the Building Officials
and Code Administrators (BOCA) Codes for buildings and the National Fire Protection
Association (NFPA) Codes for fire safety.
127
Appendix D
Safety Audit:
State of Louisiana
Office of Risk Management
Loss Prevention Department
128
Appendix D
SAFETY AUDIT:
STATE OF LOUISIANA
OFFICE OF RISK MANAGEMENT
LOSS PREVENTION DEPARTMENT
AUDIT TYPE:
AUDIT ITEM: 1
SAFETY PROGRAM
 Is there a written, operational safety plan modified to fit the
specific needs at this location?
FOCUS:
Management
Accountability
 Does it include a policy statement from the local agency
manager and include safety responsibilities for managers,
supervisors and employees?
 Are the employees notified of and trained in their safety
responsibilities?
RATING:
 Excellent The fully implemented plan is specific to the agency
Includes a policy statement from agency head
Employees have access to a copy and are trained in their
responsibilities
 Good Uses departments’ plan
Includes a policy statement from local agency head
Employees have access to a copy and are trained
 Fair Uses Office of Risk Management (ORM) manual
Includes a policy statement from local agency head
Employees have access to a copy but are not trained
 Unsatisfactory No plan
No policy statement
No training
COMMENTS:
129
Appendix D (cont.)
AUDIT ITEM: 2
FOCUS:
Plan Content
 Does the agency have a written program to recognize, evaluate
and control hazards?
 Does it include procedures to inspect and eliminate fire hazards
from state owned or operated grounds and facilities and
recommends corrective action within thirty days?
 Are Hazard Control Logs posted in the workplace?
RATING:
 Excellent Agency has a written program that covers all aspects of
evaluating and controlling hazards
Procedures to inspect & eliminate fire hazards
Recommend corrective action
Posts all hazard control logs
 Good Agency has a written program to inspect all types of hazards and
has written procedures to proceed with corrective action
Most hazard control logs are posted
 Fair No written program
Periodic inspections and correction of hazards
Hazards control logs are posted in some areas
 Unsatisfactory No written plan
No action is taken to correct hazards
No hazard control logs
COMMENTS:
130
Appendix D (cont.)
AUDIT ITEM: 3
FOCUS:
Investigation &
Analysis
 Is there a written accident investigation procedure that
identifies causes and contributing factors to prevent
recurrence?
 Has the immediate supervisor conducted the investigation
and is it reviewed by the safety officer or safety committee?
 Are Job Safety Analyses developed for trends, death or
change in job procedures or equipment?
 Are employees trained on JSA’s and are they posted in the
workplace?
RATING:
 Excellent Has written accident investigation procedures identifying
causes to prevent recurrence
Immediate supervisor conducts investigation with review by
safety officer
JSA’s developed as required
Employees trained or not trained
JSA’s posted in the workplace
 Good Written accident investigation procedures
Supervisor conducts investigation & findings are reviewed by
Safety Officer or Safety Committee
JSA’s developed as required
Employees not trained
JSA’s posted in the workplace
 Fair No written procedures
Supervisor conducts investigation & reports to higher authority
JSA’s not developed as needed
Employees not trained
Some JSA’s are posted
 Unsatisfactory No written procedures
No accidents investigated
JSA’s not developed as needed
Employees not trained
JSA’s not posted
131
Appendix D (cont.)
AUDIT ITEM: 4
FOCUS:
Training
 Are records maintained that indicate when safety meetings
were held, who was present, who conducted the meeting and
what specific subject(s) was discussed?
 Does the agency administrator attend one or more safety
meeting during the year?
RATING:
 Excellent Safety meetings held quarterly-monthly
Documentation of topic, date, and attendee signatures
Administrator attends all meetings
 Good Safety meetings held quarterly-monthly
Documentation of topic, date, and attendee signatures
Administrator attends only one meeting per year
 Fair Safety meetings held but not on schedule
No documentation of topic, date, or attendee signatures
Administrator does not attend any meetings
 Unsatisfactory No safety meetings are held
Administrator does not attend any meetings
COMMENTS:
132
Appendix D (cont.)
AUDIT ITEM: 5
 Are safety rules developed by the agency provided to
employees in writing and reinforced in safety meetings?
FOCUS:
Policies &
Procedures
RATING:
 Excellent Safety rules are developed & provided to all employees
in writing & annually reinforced in safety meetings
 Good Safety rules are developed & provided to employees in writing,
but not reinforced at safety meetings
 Fair Informal safety rules exist, but no training on such is provided to
employees
 Unsatisfactory Rules are non-existent
COMMENTS:
133
Appendix D (cont.)
AUDIT ITEM: 6
 Does the agency train employees to perform their required
tasks in a safe and efficient manner?
FOCUS:
Employee
Accountability
 Are supervisors trained in conducting safety meetings, JSA’s,
accident investigation and leadership skills?
 Is the agency loss prevention representative trained in the
program?
RATING:
 Excellent Agency trains employees on their job duties and safety
responsibilities
Supervisors receive safety training
Loss prevention rep. has been trained in the LP Program
Documentation available
 Good Agency trains employees and supervisors on their job duties and
safety responsibilities
Loss prevention rep. does not receive safety training
Documentation available
 Fair Agency trains employees on their job duties and related safety
responsibilities
Supervisors & LP rep. do not receive safety training
No documentation available
 Unsatisfactory No appropriate training provided for: employees,
supervisors, or loss prevention representatives
COMMENTS:
134
Appendix D (cont.)
AUDIT ITEM: 7
FOCUS:
Records: Review &
Retention
 Does the agency keep injury reports, inspection reports,
hazard control logs, accident investigations, minutes
of safety meetings, training records and JSA’s for at
least one year?
 Has an audit team reviewed the records and conducted selfaudits?
RATING:
 Excellent All documentation readily available and kept for one year
Audit team conducted self-audit on all applicable programs
 Good Most documentation available and kept for one year
Audit team conducted self-audit on a majority of applicable
programs
 Fair Some documentation available, but kept for an indeterminate amount
of time
Audit team partially completed audit on applicable programs
 Unsatisfactory Little or no documentation kept or available for audit
Audit team did not complete audit on applicable
programs
COMMENTS:
135
Appendix D (cont.)
AUDIT ITEM: 8
FOCUS:
First Aid & BBP
 Is there an approved first aid program in operation including
appropriate provision for emergency medical care, hospitals,
physicians and ambulance services?
 Are first aid kits appropriate for your work environment?
 Are the names of the employees who hold a first aid certificate
made available to all employees?
 Does the agency have a written Bloodborne Pathogens
Programs that includes: (a) exposure determination (b)
methods of compliance (c) work practice controls (d)
training and (e) medical evaluation for affected employees?
 Have all employees received training in the program?
RATING:
 Excellent The first aid program is operable and contains provisions for
all medical emergencies
First aid kits are appropriate
First aid certificates are posted
Bloodborne pathogens program contains necessary
components (a-e)
All employees trained & high risk employees trained every
3 years
 Good First aid program is operable & contains provisions for most
medical emergencies
First aid kits are appropriate
First aid certificate posted
Bloodborne pathogens program contains a-e
Most employees trained
 Fair First aid program is operable & contains provisions for some
Basic first aid kits
First aid certificates posted
Bloodborne pathogens program contains some of the required
components
Some employees are trained
 Unsatisfactory No first aid program is available
No first aid kit
No list of certified employees
Employees not trained
136
Appendix D (cont.)
AUDIT ITEM: 9
FOCUS:
Emergency
Preparedness
 Is there a written emergency preparedness plan that addresses
all probable emergency situations?
 Do records indicate an adequate number of training drills
(such as fire drills, work shut downs and emergency tests)
being conducted in each area in accordance with the
emergency preparedness plan?
 Has there been a fire marshal’s inspection?
 Have the recommendations been corrected?
RATING:
 Excellent The written plan addresses all site specific emergency
situations
All applicable drills & tests done with documentation
Fire marshal’s inspection conducted and recommendations
are corrected
 Good The written plan addresses several site specific emergency
situations
Drills & tests done with documentation
Fire marshal’s inspection conducted but recommendations
not corrected
 Fair The written plan addresses few emergency situations
Drills and tests performed infrequently and not documented
No fire marshal inspection conducted
 Unsatisfactory No plan to address emergencies
No drills or tests conducted
No fire marshal’s inspection conducted
COMMENTS:
137
Appendix D (cont.)
AUDIT ITEM: 10
FOCUS:
Hazardous
Materials
 Is there a written hazardous material program including
policies and procedures for handling, storing and using
hazardous materials from receipt through disposal?
 Is there training and appropriate monitoring of personnel
who manage or regularly come into contact with hazardous
materials?
 Are there procedures to follow in the use of Personal Protective
Equipment (PPE) and directions to get assistance?
 Are Material Safety Data Sheets (MSDS) reviewed with the
employees, maintained in the work area and made available
to the employee?
RATING:
 Excellent A written program includes policies & procedures re:
hazardous waste
Training for all employees is conducted & documented on
procedures, PPE, MSDS’s
MSDS’s are posted in the work area & updated as needed
 Good A written program includes polices & procedures re: hazardous
waste
Limited training is conducted & documented
Most MSDS’s are in work area
 Fair An incomplete writing contains some of the policies & procedures
concerning hazardous materials, but no documented training
Few MSDS’s available
 Unsatisfactory No written program
No training on PPE and MSDS’s
No MSDS’s available
COMMENTS:
138
Appendix D (cont.)
AUDIT ITEM: 11
FOCUS:
ADA
RATING:
 Does the agency have a written American With Disabilities Act
Policy?
 Have “reasonable accommodations” been afforded to people
with disabilities?
 Excellent The ADA policy has been developed and employees are
trained upon hire and a review every three years thereafter.
The agency has procedures for reasonable accommodations
for the disabled
 Good The ADA policy has been developed and employees are
trained periodically thereafter
The agency has procedures for reasonable accommodations
for the disabled
 Fair The ADA policy has been developed and some employees are
trained
There are no reasonable accommodations for the disabled
 Unsatisfactory No written ADA policy has been developed and no
accommodations have been afforded the disabled
COMMENTS:
139
Appendix D (cont.)
AUDIT ITEM: 12
 Does the agency have a written Violence in the Workplace
Program?
FOCUS:
Hazardous
Materials
 Has the agency appointed an assessment team to analyze and
evaluate existing or potential hazards?
 Has the agency implemented training and instruction on
general, job-specific and worksite-specific safety and
security measures?
 Has the agency provided a mechanism for reporting threats or
assaults at the workplace?
RATING:
 Excellent Agency has a written program that contains procedures for an
assessment team, evaluation, training, security measures
and a mechanism for reporting threats or assaults
Training is conducted upon hire and every 3 years with all
employees
 Good Agency has a written program that contains procedures for an
assessment team, evaluation, training, security measures and
a mechanism for reporting threats
No training has been conducted on the program
 Fair A partial program has been implemented but an assessment has
not been completed
Follow-up training has not been accomplished and there are no
procedures for reporting threats or assaults
 Unsatisfactory No program
No assessment team
No training
No reporting system
COMMENTS:
140
Appendix D (cont.)
AUDIT ITEM: 13
FOCUS:
Drug Testing/EAP
 Does the agency have a Substance Abuse Awareness
Program?
 Does the agency have a Drug Free Workplace Policy or
Substance Abuse Policy?
 Is the policy provided in writing to each employee?
 Does the agency have an Employee Assistance Program
available to its employees?
 Has the agency promulgated a written policy which mandates
drug testing of employees, appointees, prospective
employees, prospective appointees?
 Have the employees received training on all aspects of the
agency’s drug testing policy?
RATING:
 Excellent There is a substance abuse awareness program that contains
the drug-free workplace policy and substance abuse policy
An employee assistance program is available for employees
A drug testing policy has been written to drug test employees
on certain criteria determined by the agency
Employees are trained on the policies upon hire and every
three years thereafter
 Good A substance abuse awareness program has been implemented
A drug testing policy has been promulgated by the agency
No EAP
Employees are trained every three years
 Fair A substance abuse awareness program has been implemented
No drug testing policy or EAP in place
Employees are seldom trained on portions
 Unsatisfactory No program or policies for: substance abuse, EAP, or
drug testing
No training
COMMENTS:
141
Appendix D (cont.)
AUDIT ITEM: 14
FOCUS:
Injuries &
Illnesses
 Has the agency implemented a Return to Work Program to
provide for the safe and expedient return of employees with
job related injuries and illnesses to transitional or regular
employment?
 In the last audit period were there any lost time worker's
compensation claims?
How many are back at full duty?
How many are on transitional duty?
How many are still off work at present?
How many have been separated from your agency
and are still drawing worker’s compensation?
RATING:
 Excellent The agency has implemented a complete, written return-towork program
Efforts are made to return most workers’ comp claimants to
transitional duty and eventually to full duty upon direction
from their physician
In-depth analysis routinely performed of all lost time claims
 Good The agency has implemented a more complete return-to-work
program
Efforts are made to return some workers’ comp claimants to
transitional and/or full duty, with cursory review of lost time
claims occurring
 Fair The agency has a brief return-to-work policy, but few efforts are
made to return any workers’ comp claimants to transitional duty
and eventually to full duty upon direction from their physician
No analysis of lost time trends occurring
 Unsatisfactory No return to work program in place or analysis of lost
time claim information occurring
COMMENTS:
142
Appendix E
Indoor Air Quality
143
IAQ Backgrounder
The goal of the Checklist is to provide
clear and easily applied activities that you
can use to help prevent indoor air quality
problems and resolve any problems
promptly if they do arise. Once you
understand the basic principles and factors
that influence indoor air quality in your
school, you will note that the specific
activities involve two major actions -the
management of pollutant sources, and the
use of ventilation for pollutant control. This
guidance is based on the following
principles:



Many IAQ problems can be prevented
by school staff and students.
When IAQ problems do arise, they can
often be resolved using the skills of
school staff.
The expense and effort required to
prevent most IAQ problems is much
less than the expense and effort
required to resolve problems after they
develop.
Why IAQ is Important to Your School
Most people are aware that outdoor air
pollution can damage their health, but many
do not know that indoor air pollution can
also have significant harmful effects. U.S.
Environmental Protection Agency (EPA)
studies of human exposure to air pollutants
indicate that indoor levels of pollutants may
be 2-5 times, and occasionally more than
100 times, higher than outdoor levels.
These levels of indoor air pollutants may be
of particular concern because it is estimated
that most people spend about 900/0 of their
time indoors. Comparative risk studies
performed by EPA and its Science
Advisory Board have consistently ranked
indoor air pollution among the top five
environmental health risks to the public.
Failure to prevent indoor air problems, or
failure to respond promptly, can have
consequences such as:

increasing the potential for long term
and short term health problems for
students and staff

impacting the student learning
environment, comfort, and attendance

reducing performance of teachers and
staff due to discomfort, sickness, or
absenteeism

accelerating deterioration and reducing
efficiency of the school physical plant
and equipment


increasing the potential that schools
will have to be closed, or occupants
temporarily relocated
straining relationships among school
administration and parents and staff

creating negative publicity that could
damage a school's or administration's
image and effectiveness

creating potential liability problems
Indoor Air Quality
Tools for Schools
Good indoor air
quality contributes
to a favorable
learning environment
for students,
performance of
teachers and staff I
and a sense of
Indoor air problems can be subtle and do
not always produce easily recognized
impacts on health, well-being, or the
physical plant. Children may be especially
susceptible to air pollution. For this and the
reasons noted above, air quality in schools
is of particular concern -proper
maintenance of indoor air is more than a
"quality" issue, it encompasses safety and
stewardship of our investment in the
students, staff, and facilities.
Understanding IAQ Problems and
Solutions
Over the past several decades, exposure to
indoor air pollutants has increased due to a
variety of factors, including the
construction of more tightly sealed
144
comfort, health and
well-being for all
school occupants.
These combine to
assist a school in
its core mission -
educating children
buildings, reduced ventilation rates to save energy, the use of synthetic building materials and furnishings,
and the use of chemically-formulated personal care products, pesticides, and housekeeping supplies. In
addition, our activities and our decisions, such as deferring maintenance to "save" money, lead to
problems from sources and ventilation.
Four basic factors affect lAQ: sources of indoor air pollutants, heating, ventilation, and air-conditioning
(HVAC) system, pollutant pathways, and occupants.
Sources of Indoor Air Pollutants
Indoor air contaminants can originate within the building or be drawn in from outdoors. If pollutant
sources are not controlled, IAQ problems can arise, even if the HVAC system is properly operating. Air
pollutants consist of numerous particulates, fibers, mists, bioaerosols, and gases. It may be helpful to think
of air pollutant sources as fitting into one of the categories in the table shown below.
In addition to the number of potential pollutants, another complicating factor is that indoor air pollutant
concentration levels can vary by time and location within the school building, or even a single classroom.
Pollutants can be emitted from point sources, such as from science store rooms, or from area sources, such
as newly painted surfaces, and pollutants can vary with time, such as only once each week when floor
stripping is done, or continuously such as fungi growing in the HVAC system.
Typical Sources of Indoor Air Pollutants
Component/Furnishin
Other Indoor Sources
gs
Science laboratories;
Polluted Outdoor Air
HVAC Equipment Components
Vocational arts areas;
Microbiological growth Copy/print areas;
Pollen, dust, fungal
Microbiological
On
Food prep areas;
spores;
growth in
soiled or waterSmoking lounges;
Industrial emissions;
drip pans, ductwork,
damaged materials;
Cleaning materials;
and Vehicle emissions
coils,
Dry traps that allow the Emissions from trash;
and humidifiers;
passage of sewer gas; Pesticides;
Improper venting of
Nearby Sources
Materials containing
Odors and volatile
combustion products;
volatile organic organic compounds from
and Dust or debris in
compounds, inorganic
paint, chalk, adhesives;
Loading docks; Odors
ductwork
compounds, or
Occupants with
from
damaged
asbestos;
communicable
dumpsters;
and Materials that
diseases;
and Unsanitary debris or Non-HVAC
produce
particles
(dust)
Dry-erase
markers and
building exhausts near
Equipment
similar pens;
outdoor air intakes
Insects and other pests;
Emissions from office Furnishings
and, Personal care
Underground Sources equipment (volatile
products.
Emissions from new
organic
compounds, ozone); furnishings and
Radon; Pesticides;
floorings;
and Emissions from
and Leakage from
and Microbiological
shops,
underground storage tanks
labs, cleaning growth
on or in soiled or
processes
waterdamaged furnishings
Outside Sources
Building Equipment
145
How outdoor air is supplied
through a unit ventilator.
HVAC System Design and Operation
The heating, ventilation, and air- conditioning (HVAC) system includes all heating, cooling,
and ventilating equipment serving a school. A properly designed and functioning HVAC
system:

controls temperature and humidity to provide thermal comfort

distributes adequate amounts of outdoor air to meet ventilation needs of school
occupants

isolates and removes odors and pollutants through pressure control, filtration, and
exhaust fans
Not all HVAC systems are designed to accomplish all of these functions. Some buildings rely
only on natural ventilation. Others lack mechanical cooling equipment, and many function with
little or no humidity control. The two most common HVAC designs used in schools are unit
ventilators and central air handling systems. Both can perform the same HVAC functions, but
the central air handling unit serves multiple rooms while the unit ventilator serves a single
room.
The three building figures in this Backgrounder show typical methods for how outdoor air
enters a room, and how exhaust air exits through a vent. If exhaust airflow through door or wall
grilles into corridors is sealed due to fire codes, ensure that air has another path to reach the
central exhaust.
Pollutant Pathways and Driving Forces
Airflow patterns in buildings result from the combined forces of mechanical ventilation
systems, human activity, and natural effects. Air pressure differences created by these forces
move airborne pollutants from areas of higher pressure to areas of lower pressure through any
available openings in building walls, ceilings, floors, doors, windows, and HVAC system. An
inflated balloon is an example of this driving force. As long as the opening to the balloon is kept
shut, no air will flow, but when open, air will move from inside (area of higher pressure) to the
outside (area of lower pressure).
Even if the opening is small, air will move until the pressures inside and outside are equal.
146
Building Occupants
Building occupants in schools include the staff, students, and other people who spend extended periods of
time in the school. The effects of lAQ problems on occupants are often non-specific symptoms rather than
clearly defined illnesses. Symptoms commonly attributed to lAQ problems include:
 headache, fatigue, and shortness of breath

sinus congestion, cough, and sneezing

eye, nose, throat, and skin irritation

dizziness and nausea
All of these symptoms, however, may also be caused by other factors, and are not necessarily due to air
quality deficiencies. Environmental stressors such as improper lighting, noise, vibration, overcrowding,
poor ergonomics, and psychosocial problems (such as job or home stress) can produce symptoms that are
similar to those associated with poor air quality, but require different solutions.
Because of varying sensitivity among people, one individual may react to a particular IAQ problem while
surrounding occupants do not display ill effects. In other cases, complaints may be widespread. In addition
to different degrees of reaction, an indoor air pollutant or problem can trigger different types of reactions
in different people. Groups that may be particularly susceptible to effects of indoor air contaminants
include, but are not limited to:
 allergic or asthmatic individuals, or people with sensitivity to chemicals

people with respiratory disease

people whose immune systems are suppressed due to radiation, chemotherapy, or disease

contact lens wearers
How outdoor air is supplied in a central air handling system.
147
Six Basic Control Strategies
There are six basic control methods for lowering concentrations of indoor air pollutants. Specific applications of
these basic control strategies are noted in your Checklists.
Source Management includes source removal, source substitution, and source encapsulation. Source management is the
most effective control method when it can be practically applied. Source removal is very effective. However, policies
and actions that keep potential pollutants from entering the school are even better at preventing lAQ problems. Examples
of source removal include not allowing buses to idle near outdoor air intakes, not placing garbage in rooms with HVAC
equipment, and banning smoking within the school. Source substitution includes actions such as selecting a less toxic art
material or interior paint than the products which are currently in use. Source encapsulation involves placing a barrier
around the source so that it releases fewer pollutants into the indoor air (e.g., asbestos abatement, pressed wood
cabinetry with sealed or laminated surfaces).
Local Exhaust is very effective in removing point sources of pollutants before they can disperse into the indoor air by
exhausting the contaminated air outside. Well known examples include restrooms and kitchens where local exhaust is
used Other examples of pollutants that originate at specific points and that can be easily exhausted include science lab
and housekeeping storage rooms, printing and duplicating rooms, and vocational/ industrial areas such as welding
booths.
Ventilation through use of cleaner (outdoor) air to dilute the polluted (indoor) air that people are breathing. Generally,
local building codes specify the quantity (and sometimes quality) of outdoor air that must be continuously supplied to an
occupied area. For situations such as painting, pesticide application, or chemical spills, temporarily increasing the
ventilation can be useful in diluting the concentration of noxious fumes in the air.
Exposure Control includes adjusting the time of use and location of use. An example of time of use would be to strip
and wax floors on Friday after school is dismissed, so that the floor products have a chance to off-gas over the weekend,
reducing the level of odors or contaminants in the air when the school is occupied. Location of use deals with moving
the contaminating source as far as possible from occupants, or relocating susceptible occupants.
Air Cleaning primarily involves the filtration of particles from the air as the air passes through the ventilation
equipment. Gaseous contaminants can also be removed, but in most cases this type of system should be engineered on a
case-by-case basis.
How outdoor air is supplied in an exhaust- only system.
148
IAQ Checklists Available









How Do You Know if
You Have an IAQ
Problem
Teacher's
Administrative Staff
Health Officer's
Ventilation
Building Maintenance
Food Service
Waste Management
Renovation and Repairs
Walkthrough
Education of the school occupants
regarding lAQ is critical. If people
are provided information about the
sources and effects of contaminants
under their control, and about the
proper operation of the ventilation
system, they will better understand
their indoor environment and can
act to reduce their personal
exposure.
Your Role in the
IAQ Team
As one of the people in your school,
your activities and decisions have an
impact on the quality of the indoor
air in your school. You can
participate by applying the activities
noted in your Checklist, and by
continuing to apply these principles
on a daily basis. Someone from your
school or district has taken the role
of lAQ Coordinator, and serves as a
focal point for collecting lAQ
information and handling IAQ
concerns.





Diagnosing symptoms that relate to
lAQ can be tricky. Acute (shortterm) symptoms of lAQ problems
typically are similar to those from
colds, allergies, fatigue, or the flu.
There are clues that can serve as an
indicator of a potential indoor air
problem:
the symptoms are widespread
within a class or within the school
the symptoms disappear when
the students or staff leave the school
building for a day
the onset is sudden after some
change at school, such as painting or
pesticide application
persons with allergies, asthma,
or chemical sensitivities have
reactions indoors but not outdoors
a doctor has found that a
student or staff member has an
indoor air-related illness
However, a lack of symptoms does
not ensure that IAQ is acceptable.
Symptoms from long-term health
effects (such as lung cancer due to
radon) often do not become evident
for many years.
What if You Think
You Have an lAQ
Problem
149
If you receive complaints that seem
to indicate a potential IAQ problem
and the problem is self-evident, then
attempt to correct the problem. If
the problem cannot be corrected, or
if the complaint seems to indicate a
potentially severe lAQ problem,
contact the lAQ Coordinator
immediately. The lAQ Coordinator
may ask you questions to try to
identify
whether
you
have
overlooked potential causes of the
problem (such as, "Has anything
changed since the last time you
completed your Checklist?"), and
then may call in other help from
within or outside the school to
investigate further.
Communication
Because indoor air problems can
jeopardize the health of students and
staff, parents and the public may
react strongly to reports of bad
indoor air quality in your school.
With this in mind, it is
recommended that you follow the
communications
guidelines
established by the IAQ Coordinator.
Usually, this will involve referring
questions from the public and media
to one central source, the lAQ
Coordinator for your school. In this
way, students, parents, staff, and the
public will not become alarmed by
conflicting or wrong information,
and will have a consistent and
complete source of information
regarding the quality of the indoor
air in your school.
Appendix E-2
Indoor Air Quality - Ventilation
This checklist
discusses
eight major topic
areas:
Outdoor Air Intakes
System Cleanliness
Schools use a variety of methods for
ventilating the building with outdoor air:
1) mechanically-based systems such as
unit ventilators, central HVAC systems,
and central exhaust systems, and; 2)
passive systems that rely on operable
windows, air leaks, wind, and the stack
effect (the tendency of warm air to rise).
System Controls
Air Distribution
Exhaust Systems
Quantity of Outdoor Air
Adequacy of Outdoor Air Supply
The
majority
of
the Ventilation
Checklist/Log activities apply mainly to
mechanical ventilation systems, and are
designed to accomplish two functions:

How to Measure Air Flow
Instructions:
1. Read the IAQ
Backgrounder.
2. Important! Read the
Ventilation Activity
explanations
accompanying this
checklist (pages 5-13).
3. Make one copy of the
Ventilation Log (pages 34) for each ventilation
unit in your school.
4. Complete each activity
for each ventilation unit
and note the status of
each activity on the
Ventilation Log.
5. Return the Ventilation
Logs to the IAQ
Coordinator and keep
copies for future
reference.

Ensure that the ventilation system is
clean, and
Ensure that an adequate amount of
outdoor air is supplied to occupied
areas.
Many of these activities should be
performed
by
individuals
with
appropriate training in mechanical
systems and safety procedures. Most
activities can be performed with basic
maintenance tools, but Activity 22 will
require airflow measurement equipment
that you may not have. The section How
to Measure Airflow, at the back of this
Checklist, describes the type of
equipment used to measure airflow. The
IAQ Coordinator has information on how
this equipment can be obtained
(Appendix C of the Coordinator's Guide).
Make an effort to obtain this equipment
before conducting Activity 17. Supplying
an adequate amount of outdoor air to an
occupied area is necessary for good
indoor air quality, and measuring airflow
can only be done correctly with
equipment that can reliably tell you if
you're getting the proper amount of
outdoor air (visual inspection or feeling
for air movement is not sufficient).
150
Activities 17-21 can be applied to
passive
ventilation
systems.
For
activities that do not apply, place a "NA"
in the date column of the Ventilation Log.
Your school most likely has multiple
units and systems, so be sure to perform
the activities and complete the
Ventilation Log
(a printable 667KB PDF file) for each
unit. The activities are listed in a
purposeful order to prevent having to
repeat activities for a given unit as the
inspection progresses. The following is a
recommended process for saving time in
performing the activities:
Activities 1-3
Perform these activities for all outdoor
air intakes while outside the building,
and mark the results on the Ventilation
Log for each unit.
Activities 4-12
Perform these activities as a set on
each ventilation unit while you're in the
room and the unit is open.
Activities 13-16
Perform these ventilation control system
activities as required by your situation.
Activities 17-21
Perform these air distribution and
exhaust system activities as required by
your situation.
Appendix E-2
Activities 22-23
Appendix E-2 (cont.)
Perform
these
activities
regarding the quantity of outdoor
air on all units while you have the
airflow measurement equipment
available.
Name
All
of these activities are
School
described
in the information
Room or Area
following the Log. For more
detailed information see Building
Air Quality: A Guide for Building
Owners and Facility Managers
(EPA-400-1-91-033) listed in
Appendix
I
of
the
IAQ
Coordinator's Guide.
Ventilation Log
Instructions:
 Make one copy of this Checklist and Log for each ventilation unit in
your school.

Perform the activities on the Checklist and Log for each ventilation
unit and record your results.

One column is provided for each inspection. Put the date at the top
of the column, and initial each response. For subsequent
inspections on the same unit, move to the next column until the
sheet is full.

A "No" response requires further attention.
151
152
Appendix E-2 (cont.)
153
Appendix E-2 (cont.)
Explanatory Information for
Ventilation Log Items
OUTDOOR AIR INTAKES
If outdoor air intakes are deliberately blocked or become clogged with dirt or debris, areas they serve are
likely to get insufficient outdoor air. Students or staff might experience stuffy or stagnant air, or develop health
problems from exposure to accumulated pollutants.
On a small floor plan (e.g., a fire escape floor plan), mark the locations of outdoor air intakes, based on
mechanical plans (if available) and your observations while performing these activities.

Obtain chemical smoke (or, alternatively, a small piece of tissue paper or light plastic) before performing
Activity 3. For more information on chemical smoke, see How to Measure Airflow, at the end of this Checklist.

Ensure that the ventilation system is on and operating in "occupied" mode.
1. Ensure that outdoor air intakes are unobstructed.

Check the intakes from outside the school building for obstructions, such as debris, clogged screens, or
make-shift covers (e.g., boards or plastic).

Remove any obstructions.

Install corrective devices if snowdrifts or leaves often block an intake.
2. Ensure that outdoor air intakes are clear of nearby pollutant sources.

Check the intakes from outside the school building to confirm that pollutant sources are not located near
outdoor air intakes:

At ground level, look for dumpsters, loading docks, and bus-idling areas.

At roof level, look for plumbing vents, exhaust outlets (such as kitchen, toilet, or laboratory exhaust
fans), puddles on the roof, and mist from air-conditioning cooling towers.

Resolve problems due to pollutants near intakes:


Remove sources, where possible (for example, move a dumpster to another location).
Separate the source from the intake (for example, add another pipe section to raise a nearby exhaust
outlet above the intake).

Change operating procedures (for example, turn off vehicles instead of idling at loading docks and
bus stands).
3. Confirm that outdoor air is entering the system intake.

Use chemical smoke (or, alternatively, a small piece of tissue paper or light plastic) to show whether air is
moving into the intake grille.
154
Appendix E-2 (cont.)
SYSTEM CLEANLINESS
Accumulated dirt can interfere with the proper operation of the ventilation system and lead to underventilation,
uncomfortable temperatures, less efficient operation (higher utility bills), more maintenance, and decreased
life expectancy of equipment. Air filters are intended primarily to prevent dirt and dust from accumulating in
the HVAC system. If filters are not properly selected and maintained, built-up dirt in coils and ducts could
provide a habitat for microbiological growth. Filters that are clogged with dirt restrict the flow of air through the
HVAC system. If filters "blow out" and allow the passage of unfiltered air, dirt can accumulate on coils
(producing a need for more frequent cleaning) and reduce the efficiency of the heating and/or cooling plant. It
is much less expensive to trap dirt with properly maintained filters than to remove it from ductwork, coils, fan
blades, and other HVAC system components.
WARNING: Do not clean dirty or biologically contaminated system components when the system is operating
and the building is occupied.
WARNING: If there is visible biological growth, such as mold, minimize your exposure to air in the interior of
ducts or other HVA C equipment. Use prop er respiratory protection; obtain expert advice about the kind of
respiratory protection to use and how to use it
4. Inspect air filters on ventilation equipment

Install new filters as needed. Shut off ventilation system fans when replacing associated filters so that dirt
will not blow downstream. Vacuum the filter area before installing the new filter

Confirm that filters fit properly in their tracks, with no major air leaks that would allow air to bypass (flow
around) the air filter

Confirm that filters are installed in the proper direction for airflow
5. Ensure that condensate drain pans are clean and drain properly

Drain pans should slant toward the drain so they do not collect and hold water
6. Ensure that heating and cooling coils are clean
7. Ensure that air handling unit(s) (air mixing chambers, coils, and fan blades) and
duct interiors are clean
8. Ensure that the mechanical rooms are free of trash and chemicals

Check mechanical room for unsanitary conditions, leaks, or spills

Confirm that mechanical rooms and air mixing chambers are not used to store trash or chemical products
and supplies
155
Appendix E-2 (cont.)
CONTROLS FOR OUTDOOR AIR SUPPLY
This group of activities is for ventilation systems that use fans or blowers to supply outdoor air to one or more
rooms within a school. The primary objectives that you should keep in mind as you perform these activities
are:
 To ensure that air dampers are always at least partially open (minimum position) during occupied
hours, and
 To ensure that the minimum position provides an adequate amount of outdoor air for the occupants.
These activities are fairly generic, and apply to most ventilation systems. See the figures in the IAQ
Backgrounder for more information.
Activities 9-11 generally serve multiple ventilation units, while activities 12-16 are related and performed at
each individual ventilation unit. Based on your equipment and experience, perform as many of the activities
and make as many indicated repairs as possible. Discuss the need for additional help for any uncompleted
activities or repairs with your IAQ Coordinator.
9. Gather controls information.
Your ventilation controls may be uniquely designed, and since there are many different types and brands of
control components, it can be very helpful if you:
 Gather and read any controls specifications, as-built mechanical drawings, and controls operations
manuals that you may have.
 Contact the system installer or HVAC maintenance contractor to obtain controls information that is
missing from your files.
10. Check Clocks, Timers, and Seasonal Switches.

Confirm that summer-winter switches are in the right position.

Confirm that time clocks read the correct time.

Confirm that time clock settings fit the actual schedule of building use (night/weekend set-back and set-
up).
11. Check pneumatic control system components (if any).
Test the line pressure at both the occupied (day) setting and the unoccupied (night) setting to determine
whether the overall system pressure is appropriate.

Confirm that the line dryer is preventing moisture buildup.
Appendix E-2 (cont.)

Check the control system filters. The filter at the compressor inlet should be changed periodically in
keeping with the compressor manufacturer's recommendation (for example, when you blow down the tank).

Ensure that the line pressure at each thermostat and damper actuator is at the proper level (no leakage or
obstructions).
156

Repair or replace defective components.
12. Check outdoor air damper operation
Before continuing, the air temperature in the indoor area(s) served by this outdoor air damper must be within
the normal operating range, and ensure that the outdoor air damper is visible for your inspection.

Turn off the air handler connected to the outdoor air damper and confirm that the damper fully closes
within a few minutes.

Turn on the air handler and confirm that the outdoor air damper opens at least partially with little or no
delay.

Set the room thermostat as follows, and observe the damper for movement (damper should go to its
minimum position, but not completely closed):
 If in heating mode, set the room thermostat to 85°F.
 If in cooling mode, set the room thermostat to 60°F, mark the current setting of the mixed air
thermostat, and set it to a low setting (about 45°F).
If the outdoor air damper does not move:
 Confirm that the damper actuator is linked to the damper shaft and that any linkage set screws or
are tight.
bolts
 Confirm that rust or corrosion are not preventing free movement.
 Confirm that either electrical wires or pneumatic tubing is connected to the damper actuator.
 Reset thermostat(S) to appropriate temperature(s).
Proceed to Activities 13-16 if the damper seems property operating.
NOTE: The minimum damper setting, adjusted with a nut or a knob, may have to he adjusted to allow
a larger damper opening if the amount of outdoor air supply measured in Activity 22 is not adequate
for the number of occupants being served.
Unit Ventilators are sometimes specified to operate under one of the following ASHRAE sequences:
Cycle I: Except during warm-up stage (outdoor air damper closed), Cycle I supplies 100% outdoor air at all times.
Cycle II: During the hearing stage, Cycle II supplies a set minimum quantity of outdoor air. Outdoor air is gradually increased,
as required for cooling. During warm-up, the outdoor air damper is closed. (Typical sequence for northern climates.)
Cycle III: During the heating, ventilating and cooling stages, Cycle III supplies a variable amount of outdoor air as required to
maintain a fixed temperature (typically 55°F) entering the heating coil. When heat is not required, this air is used for cooling.
During warmup, the outdoor air damper is closed. (Typical sequence for southern climates, with adaptations for mechanical
Appendix E-2 (cont.)
cooling.)
The following four items may be responsible for keeping outdoor air dampers closed during the normal
ccupied cycle.
157
13. Confirm freeze-stat condition.
HVAC systems with water coils need protection from freezing. The freeze-stat may close the outdoor air
damper and disconnect the supply air when tripped. The typical trip range is 35°F to 42°F.
 If the freeze-stat has a manual reset button (usually red), depress the button. If a click is heard, the
freeze-stat was probably tripped. Consider replacing manual reset freeze-stats with automatic reset freezestats.
 If the freeze-stat has an automatic reset, disconnect power to the controls and test for continuity across
the terminals.
14. Check mixed air thermostat.

The mixed air stat for heating mode should be set no higher than 65°F.

The mixed air star for cooling mode should be set no lower than the room thermostat setting.
15. Check air economizer setting.
Economizers use varying amounts of cool outdoor air to assist with the cooling load of the room or rooms.
There are two types of economizers, dry-bulb and enthalpy. Dry-bulb economizers vary the amount of outdoor
air based on outdoor air temperature, and enythalpy economizers vary the amount of outdoor air based on
outdoor air temperature and humidity level.

Confirm proper settings based on design specifications or local practices (dry-bulb setting typically 65°F
or lower).

Check the sensor to make sure that it is shielded from direct sunlight.
16. Confirm that fans operate continuously during occupied periods.
 Any fan that helps move air from outdoors to indoors must operate continuously during occupied
hours, even though the room thermostat is satisfied.
 If the fan shuts off when the thermostat is satisfied, change the control cycle to prevent underventilation.
AIR DISTRIBUTION
Even if enough outdoor air is brought into a school building, IAQ problems can develop if the outdoor air is not
properly distributed. In such cases, underventilation occurs in particular areas of the building rather than being
widespread. Problems with air distribution are most likely to occur in areas where:
Appendix E-2 (cont.)

Ventilation equipment is malfunctioning


Room layouts have been altered without adjusting the HVAC system
The population of a room or zone has grown without adjustment to the HVAC system
158

Air pressure differences move air contaminants from outdoors to indoors and transport them within
buildings.
In schools with mechanical ventilation equipment, fans are the dominant influence on pressure differences
and air flows. In schools without mechanical ventilation equipment, natural forces (wind and stack effect)
primarily influence airflows.
To prevent infiltration of outdoor air and soil gas (e.g., radon), mechanically-ventilated buildings are often
designed to maintain a higher air pressure indoors than outdoors, which is known as positive pressurization
(See "Exhaust Systems" and "How to Measure Airflow" for a description of building pressurization). At the
same time, exhaust fans control indoor contaminants by keeping rooms such as smoking lounges,
bathrooms, kitchens, and laboratories under negative pressure compared to surrounding rooms. "Negative
pressure" and "positive pressure" describe pressure relationships. A room can operate under negative
pressure as compared to neighboring rooms, but at the same time it may be positive compared to outdoors.
17. Check air distribution
Verify that air pathways in the original ventilation system design continue to function.

Check to see whether operable windows have been replaced by windows that cannot be opened

Check to see whether passive gravity relief ventilation systems and transfer grilles between rooms and
corridors are functioning. If they are closed off or blocked to meet modem fire codes, consult with a
professional engineer for remedies

Verify that every occupied space has a supply of outdoor air (mechanical system or operable windows)

Confirm that supplies and returns are open and unblocked. If outlets have been blocked intentionally to
correct drafts or discomfort, investigate and correct the cause of the discomfort and reopen the vents

If you discovered areas with no source of outside air, modify the HVAC system to correct the problem

Check for barriers, such as room dividers, large free-standing blackboards or displays, or bookshelves,
that could block movement of air in the room, especially if they block air vents
18. Check air flow direction

Confirm that the system, including any exhaust fans, is operating on the occupied cycle when doing this
activity.
 Where outdoor contaminant sources have been identified, use chemical smoke to determine whether the
air flows out of the building through leaks in nearby windows, doors, or other cracks and holes in exterior
Appendix E-2 (cont.)
walls
 Use chemical smoke to determine whether air flows out of the building through below-grade cracks and
holes (e.g., floor joints, pipe openings)
EXHAUST SYSTEMS
Exhaust systems are used to remove air that contains contaminants, including odors. Some HVAC designs
also rely on the operation of exhaust fans to create negative pressure that draws outdoor air into the building
through windows and gaps in the building envelope.
159
19. Confirm that exhaust fans are operating

Use chemical smoke to confirm that air is flowing into the exhaust grille(s)
20. Verify that local exhaust fans remove enough air to eliminate odors and chemical
fumes
If the fan is intended to exhaust the entire room, stand outside the room with the door slightly open and use
chemical smoke to confirm that air is being drawn into the room from locations both high and low in the door
opening (see How to Measure Airflow below).
If the fan is running, but air isn't flowing toward the exhaust intake (or too little air is moving to do the job),
check for the following possibilities:

The backdraft damper at the exhaust outlet does not open

Obstructions in the ductwork

Leaky or disconnected ductwork

Broken fan belt

Motor running backwards

Design problems (e.g., undersized fan)
21. If the exhaust fan is located close to the contaminant source, rather than on the
roof, and exhaust air is ducted through the building under positive pressure

Confirm that the exhaust ductwork is sealed and in good condition.
QUANTITY OF OUTDOOR AIR
22. Measure quantity of outdoor air per person
See How to Measure Airflow at the end of this Checklist for techniques on measuring outdoor air supply.
Measure the quantity of outdoor air supplied either to or from each ventilation unit. Use the Ventilation Log to
Appendix
calculate the quantity of outside air per
person E-2
being(cont.)
provided to occupants (22a. on the Ventilation Log)
Count or calculate the number of occupants served by the ventilation unit under consideration (22b. on the
Ventilation Log)
Divide the quantity of outdoor air supplied by the number of occupants served for the ventilation unit under
consideration (22a divided by 22b on the Ventilation Log)
ADEQUACY OF OUTDOOR AIR SUPPLY
160
23. Compare the measured outdoor air per person to Table 1
In the first column of Table 1, find the listing for the type of area that is served by the unit you are evaluating.
Check the second column to see if the occupancy for each 1,000 square feet that the ventilation unit serves is
no greater than the occupancy assumed for the recommendations
Compare the recommended ventilation in the third column of Table 1 to the calculated outdoor air per person
from Activity 22.
If the calculated airflow is below the recommendations in Table 1, it may be that the school was designed to
meet a lower standard that was in effect at the time the school was built. If you have design specifications for
the system or know code requirements in effect at the time of construction, compare the measured outdoor air
to this specification. Repair the system to meet the design specification, if necessary.
If the school was designed to a lower standard and cannot meet the recommended levels in Table 1, discuss
with the IAQ Coordinator means for increasing ventilation:

Retrofitting the ventilation system for- increased capacity
 Opening windows (Caution: Consider potential ventilation problems that this may cause in other parts of
the building)
 Make any repairs permanent and take any other measures that appear to help ensure adequate outdoor
air in the future. These improvements will probably require the services of a professional engineer.
Appendix E-2 (cont.)
Table 1: Selected ASHRAE Ventilation Recommendations
Occupancy
(people/1000 ft2)
CFM/person
Classrooms
50
15
Laboratories
30
20
Music rooms
50
15
Training shops
30
20
Conference rooms
50
20
Offices
70
20
7
60
Type of Area
Instructional Areas
Staff Areas
Smoking lounges
Bus garage: 1.5 CFM per square foot of floor area. Distribution among people must consider worker location and concentration of running engines;
stands where engines are run must incorporate systems for positive engine exhaust withdrawal. Contaminant sensors may be used to control
ventilation.
Assembly Rooms
Auditoriums
150
161
15
Libraries
20
20
150
15
30
20
100
20
20
15
Gymnasiums
Spectator areas
Playing floor
Food and Beverage Service
Cafeteria
Kitchen
Additional airflow may be needed to provide make-up air for hood exhaust(s). The sum of the outdoor air and transfer air of acceptable quantity
from adjacent spaces shall be sufficient to provide an exhaust rate of not less than 1.5 CFM/square foot.
Miscellaneous
Nurse's offices (patient areas)
10
Corridors:
0.1 CFM/square foot
Locker rooms:
0.5 CFM/square foot
Restroom:
50 CFM/urinal or water closet
Source: ASHRAE Standard 62-1989, Ventilation for Acceptable Air Quality
162
25
Appendix E-2 (cont.)
HOW TO MEASURE AIRFLOW
This section provides basic guidance and options for determining air movement and measuring outdoor air supply. It is
divided into three sections:
 Using chemical smoke to determine air flow direction.
 Measuring airflow to determine outdoor air supply quantity.
 Estimating outdoor air quantity using carbon dioxide measurements.
1. Using Chemical Smoke to Determine Air Flow Direction
Chemical smoke can be helpful in evaluating HVAC systems, tracking air and pollutant movement, and identifying
pressure differentials. Chemical smoke moves from areas of higher pressure to areas of lower pressure if there is an
opening between them (e.g., door, utility penetration).
Because it is the same temperature as the surrounding air, chemical smoke is extremely sensitive to air currents.
Investigators can learn about airflow patterns by observing the direction and speed of smoke movement. Smoke
released near outdoor air intakes will indicate whether air is being drawn into the intake. Puffs of smoke released at the
shell of the building (by doors, windows, or gaps) will indicate whether the HVAC systems are maintaining interior
spaces under positive pressure relative to the outdoors.
Chemical smoke is available with various dispensing mechanisms, including smoke "bottles," "guns," "pencils," or
"tubes." The dispensers allow smoke to be released in controlled quantities and directed at specific locations. It is often
more informative to use a number of small puffs of smoke as you move along an air pathway rather than releasing a
large amount in a single puff.
Caution: Chemical smoke devices use titanium tetrachloride to produce smoke. While the chemicals forming the smoke
normally are not hazardous in the small quantities produced during testing, avoid inhaling smoke from smoke devices.
Concentrated fumes from smoke devices are very corrosive.
Determining Air Movement From Diffusers And Grilles
Puffs of smoke released near HVAC vents give a general idea of airflow. (Is it in or out? Vigorous? Sluggish? No flow?)
This is helpful in evaluating the supply and return system and determining whether ventilation air actually reaches the
breathing zone. (For a variable air volume system, be sure to take into account how the system is designed to modulate.
It could be on during the test, but off for much of the rest of the day.) "Short-circuiting" occurs when air moves directly
from supply diffusers to return grilles, instead of mixing with room air in the breathing zone. If a substantial amount of air
short-circuits, occupants may not receive adequate supplies of outdoor air and source emissions may not be diluted
sufficiently.
2. Measuring Outdoor Air Supply Quantity.
This section describes methods for determining the amount of outdoor air being supplied by a single ventilation unit
using either a flowhood or air velocity measurement device. These are general instructions for measuring airflow. Follow
Appendix
E-2measuring
(cont.) equipment.
the instructions provided by the manufacturer
of your
Step 1. Determine Airflow Quantity
163
Using a Flow Hood
Flowhoods measure airflow in cubic feet per minute (CFM) at a diffuser or grill. Taking the measurement is simply a
matter of holding the hood up to the diffuser and reading the airflow value. Follow the instructions supplied with the
flowhood regarding use, care, and calibration.
Using Velocity Measurements
For information on measuring air velocity using a Pitot tube or anemometer and calculating outdoor air supply, see the
instructions supplied with the equipment.
 Airflow in large ductwork can be estimated by measuring air velocity using a Pitot tube with a differential pressure
gauge or an anemometer. (See the IAQ Coordinator for sources of these devices.)
 Measure the air velocity in the ductwork and calculate the outdoor airflow in cubic feet per minute (CFM) at the outdoor
air intake of the air handling unit or other convenient location.
 Enter the calculated outdoor air supply in the Ventilation Log.
For Systems Without Mechanically-Supplied Outdoor Air
If your system does not have mechanically supplied outdoor air, you can estimate the amount of outdoor air infiltrating
the area. Estimate air infiltrating by measuring the quantity of air exhausted by exhaust fans serving the area.
 Using a small floor plan, such as a fire escape map, mark the areas served by each exhaust fan.
 Measure airflow at grilles or exhaust outlets using a flow hood. Determine the airflow in ductwork by using a Pitot tube
with a differential pressure gauge or an anemometer.
 Add the airflows (in CFM) from all exhaust fans serving the area you are measuring and enter the measurement in the
Ventilation Log.
A room can be positively or negatively pressurized when compared to the spaces surrounding it. These spaces include
another room, a corridor, or outdoors. To determine whether a room is positively or negatively pressurized, or neutral,
release puffs of smoke near the top and bottom of a slightly opened door or window, and observe the direction of flow.
Example: If the smoke flows inward at both the top and bottom of a slightly opened door, the room is negatively
Appendix E-2 (cont.)
pressurized when compared to the space on the other side of the door.
Negative pressurization may cause problems with natural draft combustion appliances, or cause outdoor pollutants such
as pollens or vehicle exhaust in loading docks to be drawn into the building through openings.
164
Step 2. Determine Occupancy
Count the number of students and staff located in areas served by the air handling unit (called the occupied zone). If you
are estimating infiltration using exhaust fan airflows, count individuals in the area you have determined are affected by
the fan(s) in Step 1.
 Using a small floor plan, mark the occupied zone served by the unit. In areas served by unit ventilators, an occupied
zone is probably an individual classroom. In areas served by large air handling units, an occupied zone may include
several rooms. A large gymnasium or other room may be served by several air handling units.
Estimate the number of occupants in the occupied zone, including students, teachers, other staff members, volunteers
and visitors.
Step 3. Calculate Outdoor Air Per Person
Use the equation below (the equation also appears on the Ventilation Log) to calculate
average ventilation rates in CFM/person.
3. Estimating Outdoor Air Using Carbon Dioxide Measurements
Carbon dioxide (CO2) is a normal constituent of the atmosphere. Exhaled breath from building occupants and other
sources increase indoor CO2 levels above that of the outdoor air. CO 2 should be measured with a direct-reading meter
(See Appendix B for sources of CO2 meters). Use the meter according to manufacturer's instructions. Indoor CO2
concentrations can, under some test conditions, be used to access outdoor air ventilation. Comparison of peak CO 2
readings between rooms and between air handler zones may help to identify and diagnose various building ventilation
deficiencies.
Step 1. Estimate quantity of outdoor air supply.
CO2 readings, with minimal delays between readings, can be taken at supply outlets or air handlers to estimate the
percentage of outdoor air in the supply air stream.
Appendix E-2 (cont.)
The percentage or quantity of outdoor air is calculated using CO2 measurements as shown below.
Outdoor air (90%) = (CR-CS) divided by (CR-CO) x 100
Where: CS = PPM CO2 in the supply air (if measured in a room), or in the mixed air (if measured at an air handler)
CR = PPM of CO2 in the return air
165
CO = PPM of CO2 in the outdoor air (Typical range is 300-450 ppm)
All these concentrations must be measured, not assumed.
To convert the outdoor air percent to an amount of outdoor air in cubic feet per minute, use the following calculation:
Outdoor air (CFM) = Outdoor air (percent) divided by 100 x total airflow (CFM)
The number used for total airflow may be the air quantity supplied to a room or zone, the capacity of an air handler, or
the total airflow of the HVAC system. However, the actual amount of airflow in an air handler is often different from the
quantity in design documents. Therefore only measured airflow is accurate.
Step 2. Measure CO2 levels in the area served by a given unit or exhaust fan(s) or in an
area without any mechanical ventilation.
The number of occupants, time of day, position of windows and doors, and weather should be noted for each period of
CO2 testing.
 Measurements taken to evaluate the adequacy of ventilation should be made when concentrations are expected to
peak. It may be helpful to compare measurements taken at different times of day. Classroom CO 2 levels will typically
rise during the morning, fall during the lunch period, then rise again, reaching a peak in mid-afternoon. Sample in the
mid- to late-afternoon
 Take several CO2 measurements in the area under consideration. CO 2 measurements for ventilation should be
collected away from any source that could directly influence the reading (e.g., hold the sampling device away from
exhaled breath)
 Take several measurements outdoors
 For systems with mechanically supplied outdoor air, take one or more readings at the following locations:

At the supply air vent

In the mixed air (if measured at an air handler)

In the return air
Appendix E-2 (cont.)
Step 3. Note whether CO2 levels are high.
 Note locations with CO2 concentrations of 1,000 ppm or higher. Elevated CO 2 indicates that there is not enough
outdoor air for the number of people in the space (based on ASHRAE Standard 62, see Appendix I)
 Note that there may still be under-ventilation problems in rooms with peak CO2 concentrations below 1,000 PPM. CO2
is produced by human respiration (breathing), and concentrations can change rapidly as people move in and out of a
room. Four to six hours of continuous occupancy are often required for CO2 to approach peak levels.
166
Appendix E-3
167
Appendix E-3 (cont.)
168
Appendix F
Emergency Procedures
169
Appendix F-1
Emergency Action Plan
(Template)
170
Appendix F-1 (cont.)
EMERGENCY ACTION PLAN
for
Facility Name:
Facility Address:
DATE PREPARED: ___/_____/______
171
Appendix F-1 (cont.)
EMERGENCY PERSONNEL NAMES AND PHONE NUMBERS
DESIGNATED RESPONSIBLE OFFICIAL (Highest Ranking Manager at
_____________site, such as __________, ___________, or ____________):
Name:
Phone: (________________)
EMERGENCY COORDINATOR:
Name:
Phone: (______________)
AREA/FLOOR MONITORS (If applicable):
Area/Floor:
Name:
Phone: (_______________)
Area/Floor:
Name:
Phone: (_______________)
ASSISTANTS TO PHYSICALLY CHALLENGED (If applicable):
Name:
Phone: (_________________)
Name:
Phone: (________________)
Date ____/____/____
172
Appendix F-1 (cont.)
EVACUATION ROUTES
•
Evacuation route maps have been posted in each work area. The
following information is marked on evacuation maps:
1. Emergency exits
2. Primary and secondary evacuation routes
3. Locations of fire extinguishers
4. Fire alarm pull stations’ location
a. Assembly points
•
Site personnel should know at least two evacuation routes.
173
Appendix F-1 (cont.)
EMERGENCY PHONE NUMBERS
FIRE DEPARTMENT: ____________________
PARAMEDICS: _______________
AMBULANCE: _______________
POLICE: ________________
FEDERAL PROTECTIVE SERVICE: ________________
SECURITY (If applicable): _________________
BUILDING MANAGER (If applicable): ________________
174
Appendix F-1 (cont.)
UTILITY COMPANY EMERGENCY CONTACTS
(Specify name of the company, phone number and point of contact)
ELECTRIC: _____________________
WATER: _______________________
GAS (if applicable): __________________________
TELEPHONE COMPANY:
Date:
_______________________
___/____/_____
175
Appendix F-1 (cont.)
EMERGENCY REPORTING AND EVACUATION PROCEDURES
Types of emergencies to be reported by site personnel are:
•
MEDICAL
•
FIRE
•
SEVERE WEATHER
•
BOMB THREAT
•
CHEMICAL SPILL
•
STRUCTURE CLIMBING/DESCENDING
•
EXTENDED POWER LOSS
•
OTHER (specify)___________________________________
(e.g., terrorist attack/hostage taking)
176
Appendix F-1 (cont.)
MEDICAL EMERGENCY
•
Call medical emergency phone number (check applicable):




•
•
Paramedics
Ambulance
Fire Department
Other
Provide the following information:
a. Nature of medical emergency,
b. Location of the emergency (address, building, room number),
and
c. Your name and phone number from which you are calling.
Do not move victim unless absolutely necessary.
Call the following personnel trained in CPR and First Aid to provide the
required assistance prior to the arrival of the professional medical help:
Name:
Phone:_______________________
Name:
Phone: ________________________
•
•
If personnel trained in First Aid are not available, as a minimum, attempt to
provide the following assistance:
1.
Stop the bleeding with firm pressure on the wounds (note:
avoid contact with blood or other bodily fluids).
2.
Clear the air passages using the Heimlich Maneuver in case
of choking.
In case of rendering assistance to personnel exposed to hazardous
materials, consult the Material Safety Data Sheet (MSDS) and wear the
appropriate personal protective equipment. Attempt First Aid ONLY if
trained and qualified.
Date___/___/___
177
Appendix F-1 (cont.)
FIRE EMERGENCY
When fire is discovered:
•
Activate the nearest fire alarm (if installed)
•
Notify the local Fire Department by calling
•
If the fire alarm is not available, notify the site personnel about the fire
emergency by the following means (check applicable):




Voice Communication
Phone Paging
.
Radio
Other (specify)
Fight the fire ONLY if:
•
The Fire Department has been notified.
•
The fire is small and is not spreading to other areas.
•
Escaping the area is possible by backing up to the nearest exit.
•
The fire extinguisher is in working condition and personnel are trained to use it.
Upon being notified about the fire emergency, occupants must:
•
Leave the building using the designated escape routes.
•
Assemble in the designated area (specify location):
•
Remain outside until the competent authority (Designated Official or designee)
announces that it is safe to reenter.
Designated Official, Emergency Coordinator or supervisors must (underline one):
•
Disconnect utilities and equipment unless doing so jeopardizes his/her safety.
•
Coordinate an orderly evacuation of personnel.
•
Perform an accurate head count of personnel reported to the designated area.
•
Determine a rescue method to locate missing personnel.
•
Provide the Fire Department personnel with the necessary information about the
facility.
•
Perform assessment and coordinate weather forecast office emergency closing
procedures
Area/Floor Monitors must:
•
Ensure that all employees have evacuated the area/floor.
•
Report any problems to the Emergency Coordinator at the assembly area.
Assistants or assistance to Physically Challenged should:
•
Assist all physically challenged employees and/or students in emergency
evacuation.
Date___/___/___
178
Appendix F-1 (cont.)
EXTENDED POWER LOSS
In the event of extended power loss to a facility, certain precautionary measures should
be taken depending on the geographical location and environment of the facility:
•
•
•
•
Unnecessary electrical equipment and appliances should be turned off in
the event that power restoration would surge causing damage to
electronics and effecting sensitive equipment.
Facilities with freezing temperatures should turn off and drain the following
lines in the event of a long-term power loss.
·
Fire sprinkler system
·
Standpipes
·
Potable water lines
·
Toilets
Add propylene-glycol to drains to prevent traps from freezing
Equipment that contain fluids that may freeze due to long-term exposure
to freezing temperatures should be moved to heated areas, drained of
liquids, or provided with auxiliary heat sources.
Upon Restoration of Heat and Power:
•
•
Electronic equipment should be brought up to ambient temperatures
before energizing to prevent condensate from forming on circuitry.
Fire and potable water piping should be checked for leaks from freeze
damage after the heat has been restored to the facility and water turned
back on.
179
Appendix F-1 (cont.)
CHEMICAL SPILL
The following are the locations of:
Spill Containment and Security Equipment:
Personal Protective Equipment (PPE):
MSDS:
When a Large Chemical Spill has occurred:
•
•
•
•
•
•
Immediately notify the designated official and Emergency Coordinator.
Contain the spill with available equipment (e.g., pads, booms, absorbent
powder, etc.).
Secure the area and alert other site personnel.
Do not attempt to clean the spill unless trained to do so.
Attend to injured personnel and call the medical emergency number, if
required.
Call a local spill cleanup company or the Fire Department (if arrangement
has been made) to perform a large chemical (e.g., mercury) spill cleanup.
Name of Spill Cleanup Company:_______________________________
Phone Number:_____________________________________________
•
Evacuate building as necessary
When a Small Chemical Spill has occurred:
•
•
•
•
•
Notify the Emergency Coordinator and/or supervisor (select one).
If toxic fumes are present, secure the area (with caution tapes or cones) to
prevent other personnel from entering.
Deal with the spill in accordance with the instructions described in the
MSDS.
Small spills must be handled in a safe manner, while wearing the proper
PPE.
Review the general spill cleanup procedures.
Date___/___/___
180
Appendix F-1 (cont.)
STRUCTURE CLIMBING/DESCENDING EMERGENCIES
List structures maintained by site personnel (tower, river gauge, etc.):
No.
Structure Type
Location (address, if
applicable)
Emergency Response
Organization* (if available
within 30-minute response
time)
Emergency Response Organization(s):
Name
Phone Number______________________
Name
Phone Number______________________
(Attach Emergency Response Agreement if available)
* Not applicable IF there is no Emergency Response Organization available within 30
minute response time, additional personnel trained in rescue operations and
equipped with rescue kit must accompany the climber(s).
181
Appendix F-1 (cont.)
TELEPHONE BOMB THREAT CHECKLIST
INSTRUCTIONS: BE CALM, BE COURTEOUS. LISTEN. DO NOT INTERRUPT THE CALLER.
YOUR NAME: __________________________ TIME: _____________ DATE: ________________
CALLER'S IDENTITY SEX: Male _____ Female ____ Adult ____ Juvenile ____ APPROXIMATE AGE: _____
ORIGIN OF CALL: Local __________ Long Distance ___________ Telephone Booth __________
VOICE CHARACTERISTICS
___ Loud
___ High Pitch
___ Raspy
___ Intoxicated
SPEECH
___ Soft
___ Deep
___ Pleasant
____________
Other
___ Fast
___ Distinct
___ Stutter
___ Slurred
ACCENT
___ Local
___ Foreign
___ Race
___ Slow
___ Distorted
___ Nasal
____________
Other
LANGUAGE
___ Excellent
___ Fair
___ Foul
MANNER
___ Not Local
___ Region
___ Calm
___ Rational
___ Coherent
___ Deliberate
___ Righteous
___ Angry
___ Irrational
___ Incoherent
___ Emotional
___ Laughing
___ Good
___ Poor
__________
Other
BACKGROUND NOISES
___ Factory
___ Machines
___ Music
___ Office
___ Machines
___ Street
___ Traffic
___ Trains
___ Animals
___ Quiet
___ Voices
___ Airplanes
___ Party
___ Atmosphere
BOMB FACTS
PRETEND DIFFICULTY HEARING - KEEP CALLER TALKING - IF CALLER SEEMS AGREEABLE TO
FURTHER CONVERSATION, ASK QUESTIONS LIKE:
When will it go off? Certain Hour ____
Time Remaining
Where is it located? Building
Area
What kind of bomb? ___________________
What kind of package?______________
How do you know so much about the bomb?___
What is your name and address?
If building is occupied, inform caller that detonation could cause injury or death.
Activate malicious call trace: Hang up phone and do not answer another line. Choose same line and dial
*57 (if your phone system has this capability). Listen for the confirmation announcement and hang up.
Call Security at
__________
and relay information about call.
Did the caller appear familiar with plant or building (by his/her description of the bomb location)? Write out
the message in its entirety and any other comments on a separate sheet of paper and attach to this
checklist.
Notify your supervisor immediately.
182
Appendix F-1 (cont.)
SEVERE WEATHER AND NATURAL DISASTERS
Tornado:
•When a warning is issued by sirens or other means, seek inside shelter. Consider the
following:
Small interior rooms on the lowest floor and without windows,
Hallways on the lowest floor away from doors and windows, and
Rooms constructed with reinforced concrete, brick, or block with no
windows.
•Stay away from outside walls and windows.
•Use arms to protect head and neck.
•Remain sheltered until the tornado threat is announced to be over.
Earthquake:
•Stay calm and await instructions from the Emergency Coordinator or the designated
official.
•Keep away from overhead fixtures, windows, filing cabinets, and electrical power.
•Assist people with disabilities in finding a safe place.
•Evacuate as instructed by the Emergency Coordinator and/or the designated official.
Flood:
If indoors:
•Be ready to evacuate as directed by the Emergency Coordinator and/or the designated
official.
•Follow the recommended primary or secondary evacuation routes.
If outdoors:
•Climb to high ground and stay there.
•Avoid walking or driving through flood water.
•If car stalls, abandon it immediately and climb to higher ground.
Hurricane:
•The nature of a hurricane provides for more warning than other natural and weather
disasters. A hurricane watch is issued when a hurricane becomes a threat to a coastal
area. A hurricane warning is issued when hurricane winds of 74 mph or higher, or a
combination of dangerously high water and rough seas, are expected in the area within
24 hours.
Once a hurricane watch has been issued:
•Stay calm and await instructions from the Emergency Coordinator or the designated
official.
•Move any boats securely, or move to a safe place if time allows.
•Continue to monitor local TV and radio stations for instructions.
•Evacuate early out of low-lying areas or from the coast, at the request of officials.
•If you are on high ground, away from the coast and plan to stay, secure the building,
moving all loose items indoors and boarding up windows and openings.
•Collect drinking water in appropriate containers.
Once a hurricane warning has been issued:
•Be ready to evacuate as directed by the Emergency Coordinator and/or the designated
official.
•Leave areas that might be affected by storm tide or stream flooding.
183
Appendix F-1 (cont.)
During a hurricane:
•Remain indoors and consider the following:
- Small interior rooms on the lowest floor and without windows,
- Hallways on the lowest floor away from doors and windows, and
- Rooms constructed with reinforced concrete, brick, or block with no windows.
Remember:
 The danger of a hurricane is often as much in the tidal surges and flooding as it is in
the winds. Be sure you refuge in an area that will not be flooded.
 Hurricanes often spawn tornadoes. When securing a safe place from the hurricane,
also, be aware of the tornado threat. (See the precautions for tornadoes, above.)
Blizzard:
If indoors:
•Stay calm and await instructions from the Emergency Coordinator or the designated
official.
•Stay indoors!
•If there is no heat:
Close off unneeded rooms or areas.
Stuff towels or rags in cracks under doors.
Cover windows at night.
•Eat and drink. Food provides the body with energy and heat. Fluids prevent
dehydration.
•Wear layers of loose-fitting, light-weight, warm clothing, if available.
If outdoors:
•
Find a dry shelter. Cover all exposed parts of the body.
•
If shelter is not available:
Prepare a lean-to, wind break, or snow cave for protection from the wind.
Build a fire for heat and to attract attention. Place rocks around the fire to
absorb and reflect heat.
Do not eat snow. It will lower your body temperature. Melt it first.
If stranded in a car or truck:
•Stay in the vehicle!
•Run the motor about ten minutes each hour. Open the windows a little for fresh air to
avoid carbon monoxide poisoning. Make sure the exhaust pipe is not blocked.
•Make yourself visible to rescuers.
Turn on the dome light at night when running the engine.
Tie a colored cloth to your antenna or door.
Raise the hood after the snow stops falling.
•Exercise to keep blood circulating and to keep warm.
184
Appendix F-1 (cont.)
CRITICAL OPERATIONS
During some emergency situations, it will be necessary for some specially
assigned personnel to remain at the work areas to perform critical operations.
Assignments:
Work Area
•
•
Name
Job Title
Description of Assignment
Personnel involved in critical operations may remain on the site upon the
permission of the site designated official or Emergency Coordinator.
In case emergency situation will not permit any of the personnel to remain
at the facility, the designated official or other assigned personnel shall
notify the appropriate _______________ offices to initiate backups. This
information can be obtained from the Emergency Evacuation Procedures
included in the ___________________ Manual.
The following offices should be contacted:
Name/Location:________________________________
Telephone Number:_____________________________
Name/Location:________________________________
Telephone Number:_____________________________
Name/Location:________________________________
Telephone Number:_____________________________
185
Appendix F-1 (cont.)
TRAINING
The following school personnel have been trained to ensure a safe and orderly
emergency evacuation of other employees:
Facility:
Name
Title
Responsibility
186
Date
Appendix F-2
Emergency Procedures in Schools in the Event of a Chemical Spill
Introduction
Four major sources of regulations may apply to emergencies involving a chemical spill at a
school facility. A brief overview of the major requirements of these regulations is as follows.
Employee Emergency Plans and Fire Prevention Plans (29 CFR 1910.38)
This OSHA Regulation gives the requirements of plans for the effective evacuation and
accounting for employees in case of an emergency, e.g., chemical spill. The written evacuation
plan must address, at a minimum, the following:


Emergency escape procedures, signals, and routes




Procedures for accounting for all employees & students
Procedures for employees who must remain in the facility to shut down equipment
before they evacuate
Rescue and medical duties
Preferred mechanisms for employees to report emergencies
Names and job titles of employees who can be contacted for more information
regarding evacuation plans

A list of the major workplace fire hazards and their proper handling and storage
procedures, potential ignition sources and their control procedures, and the type of
fire protection equipment or systems that can control a fire.
All employees who assist in the evacuation must be trained on how to implement their function.
Post emergency telephone numbers near telephones, on employee notice boards, and in other
conspicuous locations (see OSHA 29 CFR 1910.165). All employees who are affected by the
evacuation plan must be trained in its contents and implementation. Update the plan and
training as procedures and or evacuation routes change.
Subpart C – Preparedness and Prevention and Subpart D – Contingency Plans and
Emergency Procedures
The EPA regulations (40 CFR 265.30 to 265.56) establish procedures to ensure that
emergencies are planned for and minimized in order to successfully protect the environment
and surrounding community (See the Hazardous Waste checklist). To minimize hazards from
releases of hazardous materials to air, soil, or surface water, the written plan must include the
following:

Description of arrangements with local authorities and contractors to assist in spill
cleanup and notification activities

Name(s) of the Emergency Coordinator(s) for the school
187
Appendix F-2(cont.)

Emergency equipment and corresponding locations of fire extinguishers, spill control
equipment, etc.


Available decontamination equipment
Evacuation procedures, routes, and notification signals
This plan must be kept up-to-date and submitted to local police, fire, and rescue departments
and to the local emergency planning committee and any emergency response teams who may
respond to such an event. Required steps for handling emergencies include the following:









Identify the source, character, and extent of the release
Activate internal alarms
Notify State and local agencies for help (if necessary)
Assess hazards to humans and the environment
Notify authorities if spill poses hazards to the environment or the community
Check for leaks, pressure buildup, etc.
Following checkup, arrange for treatment, storage, and disposal of wastes
Decontaminate all equipment
Forward a written report to the EPA Regional Administrator within 15 days
Employee Emergency Plans and Fire Prevention Plans (29 CFR 1910.38)
The OSHA Hazardous Waste Operations and Emergency Response standard covers
procedures for handling a chemical spill by designated responders and employees who respond
from outside the immediate release area. Responses to incidental releases of hazardous
substances where the substance can be absorbed, neutralized, or otherwise controlled at the
time of release by employees in the immediate release area or by maintenance personnel are
not considered to be emergency responses within the scope of the standard. Students or
teachers should not respond to significant spills because of the extensive training requirements
and equipment needed. Trained state, county, or municipal hazardous material response teams
should be brought in if such a spill occurs. These teams will follow the requirements of the
hazardous waste operations and emergency response standard that ensures that emergency
responders work safely during spill cleanup activities. They will have a written plan that covers
the following:









Pre-emergency planning
Personnel matters, i.e., lines of authority, training, and communications
Emergency recognition and prevention
Safe distances, places of refuge
Site security and control
Evacuation routes and procedures
Decontamination procedures
Emergency medical treatment and first aid
Emergency alerting and response procedures
188
Appendix F-2 (cont.)


Personal protective equipment and emergency equipment
Critique of response and follow-up
This regulation also requires that an Emergency Coordinator be designated and that an incident
command system be followed. Positive pressure supplied-air respirators are required until air
monitoring indicates that less protection is safe for the area. Training requirements for
responders vary depending on the level of activity in the emergency response. Personnel
responsible for stopping leaks and cleaning spills must be trained to the hazardous materials
technician level (minimum 24 hours training annually). Medical surveillance is also required for
these responders.
If teachers or maintenance employees respond to minor spills, they must have had training
covering the hazards of the spilled material and the correct response actions. They also must
have the appropriate personal protective equipment along with training on how to use it. In
addition, they must know how to dispose of the spilled material following all Federal and State
regulations. The regulations listed below may apply to staff with these responsibilities:






29 CFR 1910.132 – General Requirements for Personal Protective Equipment
29 CFR 1910.133 – Eye and Face Protection
29 CFR 1910.134 – Respiratory Protection
29 CFR 1910.135 – Occupational Head Protection
29 CFR 1910.136 – Occupational Foot Protection
29 CFR 1910.1200 – Hazard Communication
Employee Emergency Plans and Fire Prevention Plans (29 CFR 1910.38)
A sample emergency response procedure consistent with the above regulations is presented
here to help schools formulate their compliance plans.
DISCLAIMER: Each chemical spill incident is a unique occurrence, and procedures for handling
such spill may vary among emergency response teams. In this section, NIOSH describes the
usual steps taken during an emergency response incident and suggests practical ways to
prepare for a chemical spill to cooperate with the emergency responders and incident
commander. However, NIOSH does not imply that these written suggestions are the only ways
to prepare for and assist in a chemical spill incident.
Review all classrooms to identify spill hazards. All teachers and students should be trained to
recognize hazardous material spills and what procedures to follow. This instruction should
include information about the effects of hazardous materials on humans and the environment. IF
a spill is beyond the cleanup capability of the person who created the spill or custodial staff,
follow these procedures:


29 CFR 1910.132 – General Requirements for Personal Protection Equipment
Notify the principal and the classroom teacher and ask them to call 911. Tell them the
name of the material, location of the spill, and approximate volume of spilled material.
189
Appendix F-2 (cont.)




Evacuate all students from the classroom using the steps in the evacuation
procedures (this is a separate document).
Evacuate adjacent classrooms if the spread of contamination is enough to affect
them.
Do not permit any persons to enter the spill area, contact the spilled material, or place
themselves at risk unless they have appropriate training and personal protective
equipment.
Take immediate steps to prevent spilled materials from entering drains or spreading
to other environmentally sensitive areas. These steps include placing absorbent
materials (stored in classrooms with a high likelihood of a spill) around the perimeter
of the spill and blocking drains.
The fire department may dispatch their hazardous materials emergency response team
(HAZMAT) to handle the spill. The HAZMAT incident commander is usually the fire department
chief and is the senior person responsible for directing all activities during the cleanup effort.
The incident commander may take the following steps:

Dispatch trained emergency responders to the scene, bringing appropriate personal
protective clothing such as supplied-air respirators, chemical resistant gloves and
suits, and boots. They may also bring communications devices, air-monitoring
equipment, and first aid equipment. They may use salvage drums, sorbents, and
decontamination equipment stored in areas where there is a high probability of a spill.
 Establish external communication channels between the school and outside parties
using the school dispatcher or any other appropriate means of external
communication.
 Contact outside agencies including any of the fire, police, emergency medical, health,
or emergency management departments if the chemical spill is large.
 Contact the Federal and State spill hotlines if he or she believes at any time during
the response that the spill or release represents a hazard to the environment or
community.
The incident commander will determine when it is safe to reoccupy the classroom or building by
considering air monitoring results and checking all potentially affected classroom equipment for
evidence of pressure buildup or leaks, etc. After the completion of the emergency response, the
incident commander may convene all responders, the classroom teacher, and the appropriate
school administrators to critique the handling of the response, to determine the cause of the
incident, and to identify future preventive measures.
Hazardous chemical waste is regulated by EPA. See Hazardous Waster Self-Inspection
Checklist.
Special Note
Compliance with all of these regulations is essential to ensure the safe and effective resolution
of hazardous materials spills. The planning regulations can be met by preparing separate plans
or by developing a separate evacuation plan and integrating the requirements of all regulations
into a single coordinated plan. Schools should also establish communication with the nearest
hazardous materials response team to facilitate prompt action if the need arises.
190
Appendix G
Ergonomics
191
Appendix G-1
Elements of Ergonomics Programs
A Primer Based on Workplace Evaluations of Musculoskeletal Disorders
This primer provides basic information that will be useful for employers, workers, and others in
designing effective programs to prevent work-related musculoskeletal disorders (WMSDs), one
of the most prevalent and costly safety and health problems in the modern workplace. It defines
the key elements of an effective program in a format that allows the user to tailor the information
to a particular work setting or situation. It also provides a "toolbox" of useful materials for putting
a program into place, including reference materials, sources for further information, and generic
forms and questionnaires.
The primer is based on the extensive practical experience accumulated by the National Institute
for Occupational Safety and Health (NIOSH) in conducting investigations in actual workplace
settings, providing technical assistance to employers and workers, and evaluating the latest
technical literature.
The seven elements of an effective program comprise a seven-step "pathway" for evaluating
and addressing musculoskeletal concerns in an individual workplace. Each step is addressed in
more detail in the primer, with examples drawn from actual NIOSH workplace evaluations. The
seven steps are as follows:
One: Looking for signs of a potential musculoskeletal problem in the workplace, such as
frequent worker reports of aches and pains, or job tasks that require repetitive, forceful
exertions.
Two: Showing management commitment in addressing possible problems and encouraging
worker involvement in problem-solving activities.
Three: Offering training to expand management and worker ability to evaluate potential
musculoskeletal problems.
Four: Gathering data to identify jobs or work conditions that are most problematic, using
sources such as injury and illness logs, medical records, and job analyses.
Five: Identifying effective controls for tasks that pose a risk of musculoskeletal injury and
evaluating these approaches once they have been instituted to see if they have reduced or
eliminated the problem.
Six: Establishing health care management to emphasize the importance of early detection and
treatment of musculoskeletal disorders for preventing impairment and disability.
Seven: Minimizing risk factors for musculoskeletal disorders when planning new work
processes and operations; it is less costly to build good design into the workplace than to
redesign or retrofit later.
192
Appendix G-1 (cont.)
WHAT ARE WORK-RELATED MUSCULOSKELETAL DISORDERS (WMSDs)?
Although definitions vary, the general term "musculoskeletal disorders" describes the following:

Disorders of the muscles, nerves, tendons, ligaments, joints, cartilage, or spinal discs

Disorders that are not typically the result of any instantaneous or acute event (such as a
slip, trip, or fall) but reflect a more gradual or chronic development (nevertheless, acute
events such as slips and trips are very common causes of musculoskeletal problems
such as low back pain)

Disorders diagnosed by a medical history, physical examination, or other medical tests
that can range in severity from mild and intermittent to debilitating and chronic

Disorders with several distinct features (such as carpal tunnel syndrome) as well as
disorders defined primarily by the location of the pain (i.e., low back pain).
The term "WMSDs" refers to (1) musculoskeletal disorders to which the work environment and
the performance of work contribute significantly, or (2) musculoskeletal disorders that are made
worse or longer lasting by work conditions. These workplace risk factors, along with personal
characteristics (e.g., physical limitations or existing health problems) and societal factors, are
thought to contribute to the development of WMSDs [Armstrong et al. 1993]. They also reduce
worker productivity or cause worker dissatisfaction. Common examples are jobs requiring
repetitive, forceful, or prolonged exertions of the hands; frequent or heavy lifting, pushing,
pulling, or carrying of heavy objects; and prolonged awkward postures. Vibration and cold may
add risk to these work conditions. Jobs or working conditions presenting multiple risk factors will
have a higher probability of causing a musculoskeletal problem. The level of risk depends on
the intensity, frequency, and duration of the exposure to these conditions and the individual’s
capacity to meet the force or other job demands that might be involved. These conditions are
more correctly called "ergonomic risk factors for musculoskeletal disorders" rather than
"ergonomic hazards" or "ergonomic problems." But like the term "safety hazard," these terms
have popular acceptance.
WHY ARE WMSDs A PROBLEM?
Many reasons exist for considering WMSDs a problem, including the following:

WMSDs are among the most prevalent lost-time injuries and illnesses in almost every
industry [Bureau of Labor Statistics 1995, 1996; National Safety Council 1995; Tanaka et
al. 1995].

WMSDs, specifically those involving the back, are among the most costly occupational
problems [National Safety Council 1995; Webster and Snook 1994; Guo et al. 1995;
Frymoyer and Cats-Baril 1991].

Job activities that may cause WMSDs span diverse workplaces and job operations (see
Table 1; see also Tray 1-A of the Toolbox).

WMSDs may cause a great deal of pain and suffering among afflicted workers.

WMSDs may decrease productivity and the quality of products and services. Workers
experiencing aches and pains on the job may not be able to do quality work.
193
Appendix G-1 (cont.)

Because musculoskeletal disorders have been associated with nonwork activities (e.g.,
sports) and medical conditions (e.g., renal disease, rheumatoid arthritis), it is difficult to
determine the proportion due solely to occupation. For example, in the general
population, nonoccupational causes of low back pain are probably more common than
workplace causes [Liira et al. 1996]. However, even in these cases, the musculoskeletal
disorders may be aggravated by workplace factors.
WHAT IS ERGONOMICS?
Ergonomics is the science of fitting workplace conditions and job demands to the capabilities of
the working population. Effective and successful "fits" assure high productivity, avoidance of
illness and injury risks, and increased satisfaction among the workforce. Although the scope of
ergonomics is much broader, the term in this primer refers to assessing those work-related
factors that may pose a risk of musculoskeletal disorders and recommendations to alleviate
them.
WHAT IS THE PURPOSE OF THIS PRIMER?
This primer outlines the approach most commonly recommended for identifying and correcting
ergonomic problems. This document offers practical information (based on NIOSH experience
in a variety of settings) for applying elements of this approach in workplaces. The steps typically
used to describe ergonomics programs are used here to tap and organize the NIOSH database
of relevant experience.
This primer is geared to those who need knowledge of ergonomics because of their roles as
employers or as persons responsible for ensuring safe and healthful work conditions in their
companies. Use of numerous examples from real workplaces emphasizes practical approaches.
Organizations with established ergonomics programs or with a staff having advanced training in
ergonomics may find more limited value in this primer.
Step 1: LOOKING FOR SIGNS OF WORK-RELATED MUSCULOSKELETAL PROBLEMS
What are clues or tip-offs to WMSDs as a real or possible workplace problem? Some signs are
obvious while others are more subtle. The first step is to look for these signs or clues.
RECOGNIZING SIGNS THAT MAY INDICATE A PROBLEM

The organization’s OSHA Form 200 logs or workers compensation claims show
cases of WMSDs such as carpal tunnel syndrome, tendonitis, tenosynovitis,
epicondylitis, and low back pain. Sometimes these records contain nonspecific entries
like "hand pain," which (while not a specific diagnosis) may be an indicator of a
significant health problem if severe or persistent.

Certain jobs or work conditions cause worker complaints of undue strain, localized
fatigue, discomfort, or pain that does not go away after overnight rest.
194
Appendix G-1 (cont.)

Workers visiting the clinic make frequent references to physical aches and pains
related to certain types of work assignments.

Job tasks involve activities such as repetitive and forceful exertions; frequent, heavy,
or overhead lifts; awkward work positions; or use of vibrating equipment.
Signs like these have triggered requests for NIOSH evaluations of possible ergonomic problems
and risks of WMSDs. Some examples of reasons that have been given for requesting NIOSH
ergonomic evaluations are described in Exhibit 1. These examples show that WMSDs can occur
in a variety of workplaces.
Other signals that could alert employers to potential problems include the following:

Trade publications, employers insurance communications, or references in popular
literature indicating risks of WMSDs connected with job operations in the employer's
business

Cases of WMSDs found among competitors or in similar businesses

Proposals for increasing line speed, retooling, or modifying jobs to increase individual
worker output and overall productivity
DETERMINING A LEVEL OF EFFORT
Clues that indicate ergonomic problems may also suggest the scope of the effort required to
correct them. For example, signs implicating multiple jobs in various departments and involving
a large percentage of the workforce would indicate the need for a full-scale, company-wide
program. Alternatively, signs that the suspected problems are confined to isolated tasks and
relatively few workers may suggest starting with a more limited, focused activity.
The program elements offered in this primer describe the development of a full-scale
ergonomics program for use in an organization-wide approach. All organizations may benefit
from such an approach. However, the intensity of the program may need to be calibrated to the
magnitude of the problem. For smaller-scale efforts that are directed at specific problems or
situations in which problem jobs or affected workers are quite limited, selected elements of the
overall program may be useful. Exhibits in this primer cover a range of efforts and will clarify
aspects of both full-scale and more limited approaches. Understandably, an organization’s initial
efforts in ergonomics will be directed toward fixing the most obvious problem jobs. The program
elements described here offer a framework for an orderly undertaking of such activities.
Moreover, even if the evidence for WMSDs is not clear, implementing the program can have
value by enabling early detection of (and more timely interventions in) potential ergonomic
problems. Also, an ergonomics program can influence the design of future changes in work
processes to reduce the possibility of WMSDs. In these instances, the envisioned efforts have
proactive benefits that will help prevent WMSDs.
Step 2: SETTING THE STAGE FOR ACTION
As with other workplace safety and health issues, managers and employees both play key roles
in developing and carrying out an ergonomics program.
195
Appendix G-1 (cont.)
ERGONOMICS AS PART OF AN ORGANIZATION SAFETY & HEALTH PROGRAM
Ergonomics programs should not be regarded as separate from those intended to address other
workplace hazards. Aspects of hazard identification, case documentation, assessment of control
options, and health care management techniques that are used to address ergonomic problems
use the same approaches directed toward other workplace risks of injury or disease. Although
many of the technical approaches described in this primer are specific to ergonomic risk factors
and work-related musculoskeletal disorders, the core principles are the same as efforts to
control other workplace hazards.
The financial benefits of comprehensive safety and health programs have been well
documented. Workplaces safe from hazardous conditions have lower costs due to decreased
lost time, absenteeism, worker compensation premiums, etc. [Office of Technology Assessment
1995]. Ergonomics programs have been shown to be cost effective for similar reasons
[McKenzie et al. 1985; Lapore et al. 1984]. In addition, ergonomic improvements may result in
increased productivity and higher product quality [McKenzie et al. 1985; LaBar 1994; LaBar
1989].
The ergonomics program elements outlined in this primer and the cases used to illustrate them
follow a course that is mainly reactive in nature. The steps offer a plan to identify current
problems that need to be addressed and actions aimed at resolution or control of such
problems. This approach recognizes that the school administration’s first efforts to deal with
ergonomic problems will probably be reactive. However, proactive approaches that seek to
anticipate and prevent problems should be the ultimate goal. More will be said about proactive
ergonomic approaches later in this document.
EXPRESSIONS OF ADMINISTRATION COMMITMENT
Occupational safety and health literature stresses management commitment as a key and
perhaps controlling factor in determining whether any worksite hazard control effort will be
successful [Cohen 1977; Peters 1989; Hoffman et al. 1995]. Administration commitment can be
expressed in a variety of ways. Lessons learned from NIOSH case studies of ergonomic hazard
control efforts in the meatpacking industry [Gjessing et al. 1994] emphasize the following points
regarding evidence of effective management commitment:


Policy statements are issued that -o
treat ergonomic efforts as furthering the organization’s goals of maintaining and
preserving a safe and healthful work environment for all employees,
o
expect full cooperation of the total workforce (administrators, faculty, and staff
employees) in working together toward realizing ergonomic improvements,
o
assign lead roles to designated persons who are known to "make things
happen,"
o
give ergonomic efforts priority with other cost reduction, productivity, and quality
assurance activities, and
o
have the support of the local union or other worker representatives.
Meetings between employees and supervisors allow full discussion of the policy and
the plans for implementation.
196
Appendix G-1 (cont.)


Goals are set that become more concrete as they address specific operations. Goals
give priority to the jobs posing the greatest risk.
Resources are committed to -o training the workforce to be more aware of ergonomic risk factors for workrelated musculoskeletal disorders,
o
providing detailed instruction to those expected to assume lead roles or serve on
special groups to handle various tasks,
o
bringing in outside experts for consultations about start-up activities and difficult
issues at least until in-house expertise can be developed, and
o
implementing ergonomic improvements as may be indicated.

Release time or other compensatory arrangements are provided during the workday
for employees expected to handle assigned tasks dealing with ergonomic concerns.

Information is furnished to all those involved in or affected by the ergonomic activities
to be undertaken. Misinformation or misperceptions about such efforts can be
damaging: If management is seen as using the program to gain ideas for cutting
costs or improving productivity without equal regard for employee benefits, the
program may not be supported by employees. For example, management should be
up-front regarding possible impacts of the program on job security and job changes.
All injury data, production information, and cost considerations need to be made
available to those expected to make feasible recommendations for solving problems.

Evaluative measures track the results of the ergonomic efforts to indicate both the
progress that has been made and the plans that need to be revised to overcome
apparent problems. Reporting results of the program and publicizing notable
accomplishments also emphasize the program’s importance and maintain the
interest of those immediately involved and responsible.
BENEFITS AND FORMS OF WORKER INVOLVEMENT
Promoting worker involvement in efforts to improve workplace conditions has several benefits
[Lawler III 1991; Cascio 1991; Schermerhorn et al. 1985; LaBar 1994; Noro and Imada 1991].
They include
o
enhanced worker motivation and job satisfaction,
o
added problem-solving capabilities,
o
greater acceptance of change, and
o
greater knowledge of the work and the organization.
Worker involvement in safety and health issues means obtaining worker input on several issues.
The first input is defining real or suspected job hazards. Another is suggesting ways to control
suspected hazards. A third involves working with management in deciding how best to put
controls into place. Employee participation in an organization’s efforts to reduce work-related
injury or disease in general, and ergonomic problems in particular, may take the form of direct or
individual input. A more common form is participation through a safety and health committee,
which may be organization or department-wide in nature. In the case of the latter, typical
committee functions consist of (1) discussing ways to resolve safety and health issues, (2)
197
Appendix G-1 (cont.)
making recommendations for task forces or working groups to plan and carry out specific
actions, and (3) approving use of resources for such actions and providing oversight. or
disease risks. Because of their smaller size and opportunities for closer contacts among
members, such committees may be referred to as a work group [Davis and Newstrom 1985].
No single form or level of worker involvement fits all situations or meets all needs. Much
depends on the nature of the problems to be addressed, the skills and abilities of those
involved, and the organization's prevailing practices for participative approaches in resolving
workplace issues.
WHO SHOULD PARTICIPATE?
Ergonomic problems typically require a response that cuts across a number of organizational
units. Hazard identification through job task analyses and review of injury records or symptom
surveys, as well as the development and implementation of control measures, can require input
from
o
safety and hygiene personnel,
o
health care providers,
o
human resource personnel,
o
engineering personnel,
o
maintenance personnel, and
o
ergonomics specialists.
In addition, faculty/staff and administration representatives are considered essential players in
any ergonomics program effort.
In small schools, two or more of the functions noted on this list may be merged into one unit, or
one person may handle several of the listed duties. Regardless of the size of the organization,
persons identified with these responsibilities are crucial to an ergonomics program. Purchasing
personnel in particular should be included, since the issues raised can dictate new or revised
specifications on new equipment orders.
How best to fit these different players into the program could depend on the organization’s
existing occupational safety and health program practices. Integrating ergonomics into the
school’s current occupational safety and health activities while giving it special emphasis may
have the most appeal.
Step 3: TRAINING - BUILDING IN-HOUSE EXPERTISE
Identifying and solving workplace WMSD problems require some level of ergonomic knowledge
and skills. Recognizing and filling different training needs is an important step in building an
effective program.
198
Appendix G-1 (cont.)
Training is recognized as an essential element for any effective safety and health program
[Colligan 1994]. For ergonomics, the overall goal of training is to enable managers, supervisors,
and employees to identify aspects of job tasks that may increase a worker’s risk of developing
WMSDs; recognize the signs and symptoms of the disorders; and participate in the
development of strategies to control or prevent them [Kuorinka and Forcier 1995]. Training
employees ensures that they are well informed about the hazards so they can actively
participate in identifying and controlling exposures. Common forms of ergonomics training are
noted below, along with their objectives. Table 3 lists the categories of employees who should
receive the indicated instructions, especially if a team approach is used to analyze job risk
factors and develop control measures. Employers may opt to have outside experts conduct
these tasks. If so, the outside instructors should first become familiar with school operations and
relevant policies and practices before training commences. Tailoring the instruction to address
specific concerns and interests of the worker groups can enhance learning.
ERGONOMICS AWARENESS TRAINING
The objectives for ergonomics awareness training are as follows:

Recognize workplace risk factors for musculoskeletal disorders and understand
general methods for controlling them.

Identify the signs and symptoms of musculoskeletal disorders that may result from
exposure to such risk factors, and be familiar with the school’s health care
procedures.

Know the process the employer is using to address and control risk factors, the
employees’ role in the process, and ways employees can actively participate.

Know the procedures for reporting risk factors and musculoskeletal disorders,
including the names of designated persons who should receive the reports.
TRAINING IN JOB ANALYSES AND CONTROL MEASURES
The objectives for training in job analyses and control measures are as follows:

Demonstrate the way to do a job analysis for identifying risk factors for
musculoskeletal disorders

Select ways to implement and evaluate control measures.
TRAINING IN PROBLEM-SOLVING
The objectives for training in problem-solving are as follows:

Identify the departments, areas, and jobs with risk factors through a review of school
accident reports, records, walk-through observations, and special surveys.

Identify tools and techniques that can be used to conduct job analyses and serve as
a basis for recommendations.

Develop skills in team building, consensus development, and problem-solving.

Recommend ways to control ergonomic hazards based on job analyses and pooling
ideas from faculty, staff and administrators, and other affected and interested parties.
199
Appendix G-1 (cont.)
SPECIAL CONSIDERATIONS AND PRECAUTIONS
Materials for offering awareness training to the workforce are available, including videotapes
and pamphlets from NIOSH and other groups (see Trays 3 and 10 of the Toolbox). Schools may
prefer to generate their own informational materials tailored to their particular organization and
job operations. Persons or groups assigned to or expected to play a key role in ergonomic
hazard control work will require added instruction in problem identification, job analyses, and
problem-solving techniques. This training is available through short courses publicized in many
occupational safety and health publications or through a consultant.
Training objectives are not intended to have workers, supervisors, or managers diagnose or
treat WMSDs. Rather, the purpose is to instill an understanding of what type of health problems
may be work related and when to refer employees for medical evaluation. The training should
include what is known about work and non-work causes of musculoskeletal disorders and the
current limitations of scientific knowledge.
Training should be understandable to the target audience. Training materials used should
consider the participants’ educational levels, literacy abilities, and language skills. This may
mean, for example, providing materials, instruction, or assistance in Spanish rather than
English.
Open and frank interactions between trainers and trainees, especially those in affected jobs, are
especially important. Employees know their own jobs better than anyone else and often are the
source of good ideas for ways to improve them. At a minimum, employees must be given an
opportunity to discuss ergonomic problems in their jobs as they see them and engage in
relevant problem-solving exercises during the training.
One NIOSH experience in direct worksite training included a demonstration study in which a
work group or team approach was adopted for problem-solving. Training efforts to prepare the
team to perform this function are described in Exhibit 6.
Step 4: GATHERING & EXAMINING EVIDENCE OF WMSDs
Once a decision has been made to initiate an ergonomics program, a necessary step is to
gather information to determine the scope and characteristics of the problem or potential
problem. A variety of techniques and tools have been used; many provide the basis for
developing solutions to identified problems.
HEALTH AND MEDICAL INDICATORS
Following up of Worker Reports
Assuring that employees feel free to report, as early as possible, symptoms of physical stress is
a key component of any ergonomics program. Early reporting allows corrective measures to be
implemented before the effects of a job problem worsen. As mentioned earlier, individual worker
complaints that certain jobs cause undue physical fatigue, stress, or discomfort may be signs of
ergonomic problems. Following up on these reports, particularly reports of WMSDs, is essential.
200
Appendix G-1 (cont.)
Such reports indicate a need to evaluate the jobs to identify any ergonomic risk factors that may
contribute to the cause of the symptoms or disorders. Techniques to evaluate jobs are
described later.
Reviewing OSHA Logs and Other Existing Records
Inspecting the logs of injuries and illnesses required by OSHA and school medical records can
yield information about the nature of WMSDs, as can workers compensation claims, insurance
claims, absentee records, and job transfer applications. Finding workers in certain departments
or operations presenting more of these problems than others (and exhibiting the same types of
musculoskeletal disorders) would suggest some immediate areas for study with regard to
possible risk factors. Jobs with elevated rates of low back musculoskeletal disorders often also
have higher risks for acute injuries due to slips and trips or other safety hazards. In these cases,
acute musculoskeletal injuries may also be an important problem. NIOSH evaluations of alleged
work-related musculoskeletal problems begin with an examination of OSHA and medical
records to understand the magnitude and seriousness of such problems. These records may
also offer leads to jobs or operations that may cause or contribute to musculoskeletal disorders.
Exhibits 7 and 8 illustrate the kind of data one might find, the evaluations made to judge the
significance of the data, and their use in targeting jobs for ergonomic risk analysis.
Conducting Symptom Surveys
In Exhibit 8, entries from OSHA records and other medical reports documented worker
disorders, and information from interviews with workers linked the disorders to workplace
factors. Interviews or symptom surveys have been used to identify possible WMSDs that might
otherwise go unnoticed. In addition to questions about the type, onset, and duration of
symptoms, symptom survey forms may include a body map [Corlett and Bishop 1976; Hales
and Bertsche 1992] wherein the respondent is asked to locate and rate the level of discomfort
experienced in different areas of his or her body. The assumption is that any discomfort or
symptoms may be associated with some increased risk for WMSDs. Compared with OSHA
logs, symptom surveys provide a more sensitive way to determine who has symptoms and who
does not. A disadvantage of symptom questionnaires is their reliance on self-reports. Other
factors besides the presence or absence of WMSDs may influence the reporting of symptoms,
and the analysis and interpretation of questionnaire data can be complex. Hales and Bertsche
[1992] offer one example of a symptom survey form (see Tray 4-B of the Toolbox). Such data
collection can help identify specific jobs or job elements deserving an ergonomic analysis. Also
needed are other questions dealing with the worker’s perception of job tasks that induce the
discomfort. Exhibit 9 describes a NIOSH health hazard evaluation that used a questionnaire to
gather relevant symptom data.
Using Periodic Medical Examinations
A disadvantage of using OSHA logs or school medical information to identify possible cases of
WMSDs is the lack of specific or uniform medical information. This limitation may make the
identification of WMSDs difficult. One optional approach to overcome this limitation is to have
each worker undergo a periodic standardized examination that includes a history and physical
examination. Such an examination program should be designed and administered by a health
201
Appendix G-1 (cont.)
care provider. NIOSH has undertaken studies in which physical examinations were given to
workers to establish the prevalence of upper extremity musculoskeletal disorders and to
establish whether evidence of excessive numbers of cases could be related to certain working
conditions. One such study is described in Exhibit 10.
IDENTIFYING RISK FACTORS IN JOBS
Screening Jobs for Risk Factors
Health records or medical examinations and symptom surveys may indicate the nature and
extent of musculoskeletal problems in the workforce. Efforts to identify jobs or tasks having
known risk factors for musculoskeletal problems can provide the groundwork for changes aimed
at risk reduction. Even without clear medical evidence, screening jobs for musculoskeletal risk
factors can offer a basis for early interventions. (See the "Proactive Ergonomics" section of this
primer.)
A great deal of ergonomic research has been conducted to identify workplace factors that
contribute to the development of musculoskeletal disorders [Kourinka and Forcier 1995;
Riihmaki 1991; Garg and Moore 1992; Silverstein et al. 1986; Salvendy and Smith 1981].
NIOSH has recently summarized the epidemiological scientific studies that show a relationship
between specific work activities and the development of musculoskeletal disorders [NIOSH
1997]. A variety of nonepidemiological research, including clinical, biomechanical, and
psychophysical studies, supports these findings [Pope et al. 1991; Ranney et al. 1995; Szabo
and Chidgey 1989; Waters et al. 1993; Chaffin and Andersson 1984; Fransson-Hall et al. 1995;
Ulin et al. 1993].
According to the scientific literature, the following are recognized as important risk factors for
musculoskeletal disorders, especially when occurring at high levels and in combination. Figure 1
provides illustrations of some of these risk factor conditions. In general, knowledge of the
relationships between risk factors and the level of risk is still incomplete. Also, individuals vary in
their capacity to adjust to the same job demands. Some may be more affected than others.

Awkward postures
Body postures determine which joints and muscles are used in an activity and the
amount of force or stresses that are generated or tolerated. For example, more stress is
placed on the spinal discs when lifting, lowering, or handling objects with the back bent
or twisted, compared with when the back is straight. Manipulative or other tasks
requiring repeated or sustained bending or twisting of the wrists, knees, hips, or
shoulders also impose increased stresses on these joints. Activities requiring frequent or
prolonged work over shoulder height can be particularly stressful.

Forceful exertions (including lifting, pushing, and pulling)
Tasks that require forceful exertions place higher loads on the muscles, tendons,
ligaments, and joints. Increasing force means increasing body demands such as greater
muscle exertion along with other physiological changes necessary to sustain an
increased effort. Prolonged or recurrent experiences of this type can give rise to not only
feelings of fatigue but may also lead to musculoskeletal problems when there is
inadequate time for rest or recovery. Force requirements may increase with:
202
Appendix G-1 (cont.)


increased weight of a load handled or lifted,

increased bulkiness of the load handled or lifted,

use of an awkward posture,

the speeding up of movements, increased slipperiness of the objects
handled (requiring increased grip force),

the presence of vibration (e.g., localized vibration from power hand tools
leads to use of an increased grip force),

use of the index finger and thumb to forcefully grip an object (i.e., a pinch
grip compared with gripping the object with your whole hand), and

use of small or narrow tool handles that lessen grip capacity.
Repetitive motions
If motions are repeated frequently (e.g., every few seconds) and for prolonged periods
such as an 8-hour shift, fatigue and muscle-tendon strain can accumulate. Tendons and
muscles can often recover from the effects of stretching or forceful exertions if sufficient
time is allotted between exertions. Effects of repetitive motions from performing the
same work activities are increased when awkward postures and forceful exertions are
involved. Repetitive actions as a risk factor can also depend on the body area and
specific act being performed. (See Table 4 in the main text and Tray 6-B in the Toolbox.)

Duration
Duration refers to the amount of time a person is continually exposed to a risk factor. Job
tasks that require use of the same muscles or motions for long durations increase the
likelihood of both localized and general fatigue. In general, the longer the period of
continuous work (e.g., tasks requiring sustained muscle contraction), the longer the
recovery or rest time required.

Contact stresses
Repeated or continuous contact with hard or sharp objects such as non-rounded desk
edges or unpadded, narrow tool handles may create pressure over one area of the body
(e.g., the forearm or sides of the fingers) that can inhibit nerve function and blood flow.

Vibration
Exposure to local vibration occurs when a specific part of the body comes in contact with
a vibrating object, such as a power hand tool. Exposure to whole-body vibration can
occur while standing or sitting in vibrating environments or objects, such as when
operating heavy-duty vehicles or large machinery.

Other conditions
Workplace conditions that can influence the presence and magnitude of the risk factors
for WMSDs can include
 cold temperatures,

insufficient pauses and rest breaks for recovery,
203
Appendix G-1 (cont.)

machine paced work, and

unfamiliar or unaccustomed work.
In addition to the above conditions, other aspects of organization of work may not only
contribute to physical stress but psychological stress as well. Scientific research is examining
work factors such as performance monitoring, incentive pay systems, or lack of control by the
worker to determine whether these factors have a negative effect on the musculoskeletal
system [Moon and Sauter 1996]. Another related area of research is to determine which
personal, work, or societal factors contribute to acute musculoskeletal disorders developing into
chronic or disabling problems.
Screening jobs for these risk factors may involve the following:
o
Walk-through observational surveys of the work facilities to detect obvious risk
factors
o
Interviews with workers and supervisors to obtain the above information and
other data not apparent in walk-through observations, such as time and workload
pressures, length of rest breaks, etc.
o
Use of checklists for scoring job features against a list of risk factors
Of the above three methods, the checklist procedure provides the most formal and orderly
procedure for screening jobs. Numerous versions of checklists exist in ergonomics manuals.
When checklist data is gathered by persons familiar with the job, task, or processes involved,
the quality of the data is generally better. Checklist procedures are also typically used in more
complete job analyses (described below). Samples of checklists are found in Tray 5 of the
Toolbox.
While screening tools such as checklists have been widely and successfully used in many
ergonomics programs, most have not been scientifically validated. Combining checklist
observations with symptoms data offers a means of overcoming uncertainty.
Integrating efforts to identify risk factors for musculoskeletal disorders with efforts to identify
common safety hazards such as slips and trips should be considered. Jobs with risk factors for
musculoskeletal disorders also may have safety hazards.
Performing Job Analyses
Job analysis breaks a job into its various elements or actions, describes them, measures and
quantifies risk factors inherent in the elements, and identifies conditions contributing to the risk
factors [Putz-Anderson 1988; Keyserling et al. 1993; Grant et al. 1995; ANSI 1996].
Job analyses are usually done by persons with considerable experience and training in these
areas. While most job analyses have common approaches, such as a focus on the same set of
risk factors described above, no "standard" protocol exists for conducting a job analysis to
assess ergonomic hazards.
Most job analyses have several common steps. A complete description of the job is obtained.
Employees are often interviewed in order to determine if the way the job is done changes over
time. During the job analysis, the job is divided into a number of discrete tasks. Each task is
204
then studied to determine the specific risk factors that occur during the task. Sometimes each
risk factor is evaluated in terms of its magnitude, the number of times it occurs during the task,
Appendix G-1 (cont.)
and how long the risk factor lasts each time it occurs. The tasks of most jobs can be described
in terms of (1) the tools, equipment, and materials used to perform the job, (2) the workstation
layout and physical environment, and (3) the task demands and organizational climate in which
the work is performed. Job screening, as described above, provides some of these data. More
definitive procedures for collecting information on these components can include the following:

Observing the workers performing the tasks in order to furnish time-activity analysis
and job or task cycle data; videotaping the workers is typically done for this purpose

Still photos of work postures, workstation layouts, tools, etc., to illustrate the job

Workstation measurements (e.g., work surface heights, reach distances)

Measuring tool handle sizes, weighing tools and parts, and measuring tool vibration
and part dimensions

Determining characteristics of work surfaces such as slip resistance, hardness, and
surface edges

Measuring exposures to heat, cold, and whole body vibration

Biomechanical calculations (e.g., muscle force required to accomplish a task or the
pressure put on a spinal disc based on the weight of a load lifted, pulled, or pushed)

Physiological measures (e.g., oxygen consumption, heart rate)

Special questionnaires, interviews, and subjective rating procedures to determine the
amount of perceived exertion and the psychological factors influencing work
performance
While a job analysis enables a person to characterize ergonomic risk factors, the question of
what level or amount of exposure is harmful to the musculoskeletal system is a difficult one.
Some have argued against the overuse of simple guidelines [Buckle et al. 1992; Leamon 1994],
while others have recognized that, despite the limitations of current guidelines, many contain
sufficiently useful information to identify potentially risky work activities [Karwowski 1993;
Waters et al. 1993; Winkel et al. 1992]. While acknowledging the limitations of current
knowledge, NIOSH and others conducting job analyses have used a variety of approaches to
provide answers best suited for the specific workplaces under study. One approach calculates
the muscle strength required to perform a certain job task and estimates the fraction of the
working population that possesses the required strength. A second approach asks workers in
the laboratory to judge acceptable work conditions by engaging them in tasks that impose
different physical demands. A third method compares the forces generated in a part of the body
when performing specific work tasks and compares it with a level believed to be harmful. Tray 6
of the Toolbox section contains references to and information about these and other
approaches.
NIOSH recommends the use of the NIOSH lifting equation as one useful approach in both the
design of new lifting tasks and in the evaluation of existing lifting tasks [Waters et al. 1993;
Waters et al. 1994]. Other assessment tools are also available for evaluating such tasks [Chaffin
and Andersson 1991; Marras et al. 1993, 1995; Hidalgo et al. 1995]. Population data depicting
human strength capacities can be helpful in designing and evaluating jobs [Snook and Ciriello
205
1991]. Tables indicating standing and seated height and reach distances that can accommodate
various proportions of the worker population [Kroemer and Kroemer-Elbert 1994] can also be
helpful. Comparing job analysis results with such references can yield estimates of the
Appendix G-1 (cont.)
percentage of the population that may be especially affected by these job conditions. In some
NIOSH evaluations, efforts have been made to duplicate the specific stresses observed in the
job to calculate forces on joints and limbs and to arrive at risk determinations [Habes and Grant,
in press]. Computerized 2- and 3-dimensional biomechanical models can predict the percentage
of males and females capable of exerting static forces in certain postures [Chaffin and
Andersson 1991]. Westgaard and Winkel [1996, p. 87] recently summarized the strengths and
weaknesses of current guidelines by concluding that "at present, guidelines to prevent
musculoskeletal disorders can only give directions, not absolute limits." These authors believe
the best guidelines must consider the level, duration, and frequency of exposure.
Table 4 presents the reference levels or limiting conditions used by NIOSH to rate risk factors of
consequence to the musculoskeletal problems under investigation. (For the scientific
justification of each guideline or approach, the reader is referred to the references indicated in
Table 4.) In some instances these determinations were based on more than one rating
procedure. For example, judgments of problematic lifting conditions in many NIOSH
investigations have been derived both from use of the NIOSH lifting equation [Waters et al.
1993; Waters et al. 1994] as well as the Michigan computerized 2- and 3-dimensional analyses
[Chaffin and Andersson 1991].
The entries in Table 4 are offered as illustrative examples of reference levels or guidelines. The
actual risk to each worker depends not only on the current level of exposure to risk factors, but
also on their physical capability, their past medical history, concurrent non-work exposures, and
many other factors. These reference levels have varying degrees of scientific justification. Each
was useful in a specific NIOSH workplace investigation aimed at reducing WMSDs.
Setting Priorities
In Exhibits 11 to 14, certain job tasks were targeted for more intensive analysis to verify the
existence of risk factors for musculoskeletal disorders.

In Exhibits 11 and 12, finding cases of musculoskeletal disorders prompted the
follow- up analysis.

In Exhibit 14, complaints of musculoskeletal discomfort, established through
questionnaires, were the basis for sorting out possible work-related causes.

The physical demands or risk factors of the job described in Exhibit 13, even without
medical or symptom data, presented strong risk implications for potential WMSDs,
thus triggering the analysis.
These three scenarios offer a basis for setting priorities for undertaking risk factor analyses and
implementing control measures. Specifically, jobs associated with cases of musculoskeletal
problems deserve the highest consideration in follow-up efforts to identify risk factors and
implement control actions. Jobs in which current cases have been identified should receive
immediate attention, followed by those in which past records have noted a high incidence or
severity of WMSDs despite the lack of current cases. Priority for job analysis and intervention
should be given to those jobs in which most people are affected or, in which work method
changes are going to be taking place anyway.
206
Jobs associated with worker complaints of fatigue and discomfort should be ranked next in
deciding needs for follow-up job analysis and possible interventions.
Appendix G-1 (cont.)
Finally, where screening efforts suggest the presence of significant risk factors for
musculoskeletal disorders, more detailed job analyses should be done to assess the problem
potential. Ratings of high or extreme levels of risk factors, especially occurring in combination,
may indicate a need for control actions. While appearing last in the priority order, taking steps to
reduce apparent risk factors for musculoskeletal disorders is a preventative approach. Table 5
summarizes the priority considerations in deciding about the need for job analyses and
consequent control interventions for addressing WMSDs.
Step 5: DEVELOPING CONTROLS
Analyzing jobs to identify factors associated with risks for WMSDs, as discussed in Step 4, lays
the groundwork for developing ways to reduce or eliminate ergonomic risk factors for WMSDs.
A variety of approaches can help to control these risk factors.
TYPES OF CONTROLS
A three-tier hierarchy of controls is widely accepted as an intervention strategy for controlling
workplace hazards, including ergonomic hazards. The three tiers are as follows:

Reducing or eliminating potentially hazardous conditions using engineering controls

Changes in work practices
administrative controls

Use of personal equipment
and
management
policies,
sometimes
called
Engineering Controls
The preferred approach to prevent and control WMSDs is to design the job including (1) the
workstation layout, (2) selection and use of tools, and (3) work methods to take account of the
capabilities and limitations of the workforce. A good match (meaning that the job demands pose
no undue stress and strain to the working population as a whole) helps ensure a safe work
situation. On the other hand, the presence of risk factors as described in Step 4 represents
departures from this goal and would indicate the need for control measures. Engineering control
strategies to reduce ergonomic risk factors include the following:

Changing the way materials, parts, and products can be transported; for example,
using mechanical assist devices to relieve heavy load lifting and carrying tasks or
using handles or slotted hand holes in packages requiring manual handling

Changing the process or product to reduce worker exposures to risk factors;.
Examples include maintaining the fit of plastic molds to reduce the need for manual
removal of flashing; using easy-connect electrical terminals to reduce manual forces;
modifying containers and parts presentation, such as height-adjustable material bins
207

Changing workstation layout, which might include using height-adjustable
workbenches or locating tools and materials within short reaching distances
Appendix G-1 (cont.)




Changing the way parts, tools, and materials are to be manipulated; examples
include using fixtures (clamps, vise-grips, etc.) to hold work pieces to relieve the
need for awkward hand and arm positions or suspending tools to reduce weight and
allow easier access
Changing tool designs—for example, pistol handle grips for knives to reduce wrist
bending postures required by straight-handle knives or squeeze-grip-actuated
screwdrivers to replace finger-trigger-actuated screwdrivers
Changes in materials and fasteners (for example, lighter-weight packaging materials
to reduce lifting loads)
Changing assembly access and sequence (e.g., removing physical and visual
obstructions when assembling components to reduce awkward postures or static
exertions).
Administrative Controls
Administrative controls are management-dictated work practices and policies to reduce or
prevent exposures to ergonomic risk factors. Administrative control strategies include (1)
changes in job rules and procedures such as scheduling more rest breaks, (2) rotating workers
through jobs that are physically tiring, and (3) training workers to recognize ergonomic risk
factors and to learn techniques for reducing the stress and strain while performing their work
tasks.
Although engineering controls are preferred, administrative controls can be helpful as temporary
measures until engineering controls can be implemented or when engineering controls are not
technically feasible. Since administrative controls do not eliminate hazards, management must
assure that the practices and policies are followed. Common examples of administrative control
strategies for reducing the risk of WMSDs are as follows:

Reducing shift length or curtailing the amount of overtime

Rotating workers through several jobs with different physical demands to reduce the
stress on limbs and body regions

Scheduling more breaks to allow for rest and recovery

Broadening or varying the job content to offset certain risk factors (e.g., repetitive
motions, static and awkward postures)

Adjusting the work pace to relieve repetitive motion risks and give the worker more
control of the work process

Training in the recognition of risk factors for WMSDs and instruction in work practices
that can ease the task demands or burden
Personal Equipment: Is It Effective?
One of the most controversial questions in the prevention of WMSDs is whether the use of
personal equipment worn or used by the employee (such as wrist supports, back belts, or
208
vibration attenuation gloves) is effective. Some consider these devices to be personal protective
equipment (PPE). In the field of occupational safety and health, PPE generally provides a
barrier between the worker and the hazard source. Respirators, earplugs, safety goggles,
chemical aprons, safety shoes, and "hard hats" are all examples of PPE. Whether braces, wrist
splints, back belts, and similar devices can be regarded as offering personal protection against
Appendix G-1 (cont.)
ergonomic hazards remains open to question. Although these devices may, in some situations,
reduce the duration, frequency, or intensity of exposure, evidence of their effectiveness in injury
reduction is inconclusive. In some instances they may decrease exposure to one kind of regard
but increase exposure to another regard because the worker has to "fight" the device to perform
his or her work. An example is the use of wrist splints while engaged in work that requires wrist
bending. In the health care management section (Step 6), the use of wrist splints or
immobilization devices is also briefly discussed.
On the basis of a review of the scientific literature completed in 1994, NIOSH concluded that
insufficient evidence existed to prove the effectiveness of back belts in preventing back injuries
related to manual handling job tasks [NIOSH 1994]. A recent epidemiological study credits
mandatory use of back belts in a chain of large retail hardware stores in substantially reducing
the rate of low back injuries [Kraus 1996]. Although NIOSH believes this study provides
evidence that back belts may be effective in some settings for preventing back injuries, NIOSH
still believes that evidence for the effectiveness of back belts is inconclusive. This area is being
researched, and the questions about the effectiveness of most personal equipment remain
open. Less controversial types of personal equipment are vibration attenuation gloves [NIOSH
1989] and kneepads for carpet layers [Bhattacharya et al. 1985]. But even here, there can be
concerns. For example, do the design and fit of the gloves make it harder to grip tools?
IMPLEMENTING CONTROLS
Ideas for controls can be derived from a variety of sources:

Trade associations may have information about good control practices for
addressing different problem operations within an industry

Insurance companies that offer loss control services to their policyholders

Consultants and vendors who deal in ergonomic specialty services and products

Visits to other worksites known to have dealt with similar problem operations
Ideas from these sources are in addition to those ideas gained from brainstorming with
employees who perform the jobs or from work teams engaged in such problem-solving.
Implementing controls normally consists of

trials or tests of the selected solutions,

making modifications or revisions,

full-scale implementation, and

follow-up on evaluating control effectiveness.
Testing and evaluation verify that the proposed solution actually works and identifies any
additional enhancements or modifications that may be needed. Employees who perform the job
209
can provide valuable input into the testing and evaluation process. Worker acceptance of the
changes put into place is important to the success of the intervention.
After the initial testing period, the proposed solution may need to be modified. If so, further
testing should be conducted to ensure that the correct changes have been made, followed by
full-scale implementation. Designating the personnel responsible, creating a timetable, and
Appendix G-1 (cont.)
considering the logistics necessary for implementation are elements of the planning needed to
ensure the timely implementation of controls.
A good idea in general is that ergonomic control efforts start small, targeting those problem
conditions which are clearly identified through safety and health data and job analysis
information. Moreover, the control actions can be directed to those conditions that appear easy
to fix. Early successes can build the confidence and experience needed in later attempts to
resolve more complex problems.
EVALUATING CONTROL EFFECTIVENESS
A follow-up evaluation is necessary to ensure that the newly adopted controls did actually
reduce or eliminate the targeted ergonomic risk factors and that new risk factors were not
introduced. This follow-up evaluation should use the same risk factor checklist or other method
of job analysis that first documented the presence of ergonomic risk factors. If the hazards are
not substantially reduced or eliminated, the problem-solving process is not finished.
The follow-up may also include a symptom survey, which can be completed in conjunction with
the risk-factor checklist or other job analysis method. The results of the follow-up symptom
survey can then be compared with the results of the initial symptom survey (if one was
performed) to determine the effectiveness of the implemented solutions in reducing symptoms.
Because some changes in work methods (and the use of different muscle groups) may actually
make employees feel sore or tired for a few days, follow-up should occur no sooner than 1 to 2
weeks after implementation, and a month is preferable. Recognizing this fact may help avoid
discarding an otherwise good solution.
In addition to the short-term evaluations using job analysis methods and symptom surveys,
long-term indicators of the effectiveness of an ergonomics program can include

reduction in the incidence rate of musculoskeletal disorders,

reduction in the severity rate of musculoskeletal disorders,

increase in productivity or the quality of products and services, or

reduction in job turnover or absenteeism.
The above-mentioned indicators offer bottom-line results in evaluating interventions that have
been put into place. Other indicators may also be used that represent in-process or interim
accomplishments achieved on the path to building an ergonomic program. For example, these
could include the extent of ergonomic training given to the workforce, the number of jobs
analyzed for potential problems, and the number of workplace solutions being implemented.
210
While bottom-line results are most telling in terms of defining a successful program, the interim
measures allow the total development to be monitored.
Appendix G-1 (cont.)
Step 6: HEALTH CARE MANAGEMENT
Organization health care management strategies and policies and health care providers can be
an important part of the overall ergonomics program.
In general, health care management emphasizes the prevention of impairment and disability
through early detection, prompt treatment, and timely recovery [Hales and Bertsche 1992;
Parker and Imbus 1992; American National Standards Institute 1996]. Medical management
responsibilities fall on employers, employees, and health care providers.
EMPLOYER RESPONSIBILITIES
The employer can create an environment that encourages early evaluation by a health care
provider by taking the following steps:

Providing education and training to employees regarding the recognition of the
symptoms and signs of WMSDs (see Step 3, Training Building In-House Expertise)
and the employer’s procedures for reporting WMSDs

Encouraging early reporting of symptoms by employees and prompt evaluating by an
appropriate health care provider

Giving health care providers the opportunity to become familiar with jobs and job
tasks

Modifying jobs or accommodating employees who have functional limitations
secondary to WMSDs as determined by a health care provider

Ensuring, to the extent permitted by law, employee privacy and confidentiality
regarding medical conditions identified during an assessment
EMPLOYEE RESPONSIBILITIES
Employees should participate in the health care management process by

following applicable workplace safety and health rules,

following work practice procedures related to their jobs, and

reporting early signs and symptoms of WMSDs.
Employees may be faced with conflicting job demands or requirements. Safe work practices or
rules may conflict with pressures or incentives to be more productive.
211
HEALTH CARE PROVIDER RESPONSIBILITIES
The health care provider should do the following:

Acquire experience and training in the evaluation and treatment of WMSDs.

Seek information and review materials regarding employee job activities.

Ensure employee privacy and confidentiality to the fullest extent permitted by law.

Evaluate symptomatic employees including:
Appendix G-1 (cont.)
o
medical histories with a complete description of symptoms,
o
descriptions of work activities as reported by the employees,
o
physical examinations appropriate to the presenting symptoms and histories,
o
initial assessments or diagnoses,
o
opinions as to whether occupational risk factors caused, contributed to, or
exacerbated the conditions, and
o
examinations to follow-up symptomatic employees and document symptom
improvements or resolutions.
ISSUES
Job Familiarity and Job Placement Evaluations
Health care providers who evaluate employees, determine employees’ functional capabilities,
and prepare opinions regarding work relatedness should be familiar with employee jobs and job
tasks. With specific knowledge of the physical demands involved in various jobs and the
physical capabilities or limitations of employees, the health care provider can match the
employees’ capabilities with appropriate jobs. Being familiar with employee jobs not only assists
the health care provider in making informed case management decisions, but also assists with
the identification of ergonomic hazards and alternative job tasks.
One of the best ways for a health care provider to become familiar with jobs and job tasks is by
periodic workplace walk-throughs. Once familiar with plant operations and job tasks, the health
care provider should periodically revisit the facility to remain knowledgeable about changing
working conditions. Other approaches that may help the health care provider to become familiar
with jobs and job tasks include reviewing job analysis reports, detailed job descriptions, job
safety analyses, and photographs or videotapes that are accompanied by narrative or written
descriptions of the jobs.
Early Reporting and Access to Health Care Providers
Employees reporting symptoms or signs of potential WMSDs should have the opportunity for
prompt evaluation by a health care provider. In general, the earlier that symptoms are identified
and treatment is initiated, the less likely a more serious disorder will develop. Employers should
not establish policies that discourage employees from reporting symptoms. For example,
programs that link a manager’s earnings to the number of employees reporting symptoms may
discourage supervisors from allowing symptomatic employees to be evaluated by the health
212
care provider. Employees should not fear discipline or discrimination on the basis of such
reporting.
Treatment

Health care providers are responsible for determining the physical capabilities and
work restrictions of the affected workers.

The employer is responsible for giving an employee a task consistent with these
restrictions.
Appendix G-1 (cont.)

Until effective controls are installed, employee exposure to ergonomic stressors can
be reduced through restricted duty and/or temporary job transfer.

Complete removal from the work environment should be avoided unless the
employer is unable to accommodate the prescribed work restrictions.

Immobilization devices, such as splints or supports, can provide relief to the
symptomatic area in some cases. These devices are especially effective off the job,
particularly during sleep. They should not be used as prophylactic PPE to prevent
the development of WMSDs. Therefore, these devices should be dispensed to
individuals with WMSDs only by health care providers who have knowledge of the
benefits and possible negatives of these devices. Wrist splints, typically worn by
patients with possible carpal tunnel syndrome, should not be worn at work unless the
health care provider determines that the employee s job tasks do not require wrist
bending. Employees who struggle to perform a task requiring wrist bending with a
splint designed to prevent wrist bending can exacerbate symptoms in the wrist
because of the increased force needed to overcome the splint. Splinting may also
cause other joint areas (elbows or shoulders) to become symptomatic as work
techniques are altered. Recommended periods of immobilization vary from several
weeks to months depending on the nature and severity of the disorder. Any
immobilization should be monitored carefully to prevent complications (e.g., muscle
atrophy caused by nonuse).
The health care provider should advise affected employees about the potential risk of
continuing hobbies, recreational activities, or other personal habits that may
adversely affect their condition as well as the risk of continuing work without job
modifications.


Oral medications such as aspirin or other nonsteroidal anti-inflammatory agents
(NSAIA) are useful to reduce the severity of symptoms. However, their
gastrointestinal and kidney side effects make their use among employees who have
no symptoms inappropriate and may limit their usefulness among employees with
chronic symptoms. In short, NSAIA should not be used preventively.
Step 7: PROACTIVE ERGONOMICS
213
Proactive approaches to workplace ergonomics programs emphasize prevention of WMSDs
through recognizing, anticipating, and reducing risk factors in the planning stages of new work
processes.
PROACTIVE VERSUS REACTIVE APPROACHES
To this point, the elements outlined in this primer and illustrated by NIOSH experiences have
represented reactive approaches to dealing with workplace ergonomic problems. The steps
have offered a plan for identifying problems, specifically WMSDs and job risk factors linked to
them, and selecting and implementing measures for controlling them. In contrast, proactive
approaches are geared to preventing these kinds of problems from developing in the first place.
Proactive ergonomics emphasize efforts at the design stage of work processes to recognize
Appendix G-1 (cont.)
needs for avoiding risk factors that can lead to musculoskeletal problems (in effect, to design
operations that ensure proper selection and use of tools, job methods, workstation layouts, and
materials that impose no undue stress and strain on the worker). One set of guidelines for this
purpose can be found in Tray 9 of the Toolbox. Others are illustrated in various ergonomic
manuals listed in Tray 10 of the Toolbox.
ESSENTIAL CONSIDERATIONS
1. Ergonomics issues are identified and resolved in the planning process. In addition,
general ergonomic knowledge, learned from an ongoing ergonomics program, can be
used to build a more prevention-oriented approach. Management commitment and
employee involvement in the planning activity are essential. For example, management
can set policy to require ergonomic considerations for any equipment to be purchased,
and production employees can offer ideas on the basis of their past experiences for
alleviating potential problems.
2. Decision-makers planning new work processes, especially those involved in the design
of job tasks, equipment, and workplace layout, must become more aware of ergonomic
factors and principles. Designers must have appropriate information and guidelines
about risk factors for WMSDs and ways to control them. Studying past designs of jobs in
terms of risk factors can offer useful input into their deliberations about needed
improvements.
3. Design strategies emphasize fitting job demands to the capabilities and limitations of
workers. Deciding which functions can be done best by machines and which by people
is a primary objective. For example, for tasks requiring heavy materials handling and
transport, ready use of mechanical assist devices to reduce the need for manual
handling would be designed into the process. Large-sized units could be broken into
smaller, more manageable ones, and equipment could be selected that most helps the
workers using it.
4. Design strategies try to target the causes of potential musculoskeletal problems. For this
reason, engineering approaches are preferred over administrative ones because they
eliminate the risk factors as opposed to simply reducing exposure to them. For example,
having machines do monotonous, repetitive, forceful work is better than subjecting
workers to these risk factors. Administrative controls (such as worker rotation or allowing
more rest breaks) remain stop-gap measures. They are not permanent solutions.
214
Appendix G-1 (cont.)
General Workstation Design Principles*
1. Make the workstation adjustable, enabling both large and small persons to fit
comfortably and reach materials easily.
2. Locate all materials and tools in front of the worker to reduce twisting motions. Provide
sufficient work space for the whole body to turn.
3. Avoid static loads, fixed work postures, and job requirements in which operators must
frequently or for long periods:
a. lean to the front or the side,
b. hold a limb in a bent or extended position,
c. tilt the head forward more than 15 degrees, or
d. support the body's weight with one leg.
4. Set the work surface above elbow height for tasks involving fine visual details and below
elbow height for tasks requiring downward forces and heavy physical effort.
5. Provide adjustable, properly designed chairs with the following features:
a. adjustable seat height,
b. adjustable up and down back rest, including a lumbar (lower-back) support,
c. padding that will not compress more than an inch under the weight of a seated
individual, and
d. a chair that is stable to floor at all times (5-leg base).
6. Allow the workers, at their discretion, to alternate between sitting and standing. Provide
floor mats or padded surfaces for prolonged standing.
7. Support the limbs: provide elbow, wrist, arm, foot, and back rests as needed and
feasible.
8. Use gravity to move materials.
9. Design the workstation so that arm movements are continuous and curved. Avoid
straight-line, jerking arm motions.
10. Design so arm movements pivot about the elbow rather than around the shoulder to
avoid stress on shoulder, neck, and upper back.
11. Design the primary work area so that arm movements or extensions of more than 15
inches are minimized.
12. Provide dials and displays that are simple, logical, and easy to read, reach, and operate.
13. Eliminate or minimize the effects of undesirable environmental conditions such as
excessive noise, heat, humidity, cold, and poor illumination.
*Adapted from design checklists developed by Dave Ridyard, CPE, CIH, CSP. Applied
Ergonomics Technology, 270 Mather Road, Jenkintown, PA 19046–3129.
215
Appendix G-1 (cont.)
Design Principles for Repetitive Hand and Wrist Tasks*
1. Reduce the number of repetitions per shift. Where possible, substitute full or semiautomated systems.
2. Maintain neutral (handshake) wrist positions:
a. Design jobs and select tools to reduce extreme flexion or deviation of the wrist.
b. Avoid inward and outward rotation of the forearm when the wrist is bent to
minimize elbow
c. Disorders (i.e., tennis elbow).
3. Reduce the force or pressure on the wrists and hands:
a. Wherever possible, reduce the weight and size of objects that must be handled
repeatedly
b. Avoid tools that create pressure on the base of the palm which can obstruct
blood flow and nerve function
c. Avoid repeated pounding with the base of the palm
d. Avoid repetitive, forceful pressing with the finger tips.
4. Design tasks so that a power rather than a finger pinch grip can be used to grasp
materials. Note that a pinch grip is five times more stressful than a power grip.
5. Avoid reaching more than 15 inches in front of the body for materials:
a. Avoid reaching above shoulder height, below waist level, or behind the body to
minimize shoulder disorders
b. Avoid repetitive work that requires full arm extension (i.e., the elbow held straight
and the arm extended).
6. Provide support devices where awkward body postures (elevated hands or elbows and
extended arms) must be maintained. Use fixtures to relieve stressful hand/arm positions.
7. Select power tools and equipment with features designed to control or limit vibration
transmissions to the hands, or alternatively design work methods to reduce time or need
to hold vibrating tools.
8. Provide for protection of the hands if working in a cold environment. Furnish a selection
of glove sizes and sensitize users to problems of forceful ove- gripping when worn.
9. Select and use properly designed hand tools (e.g., grip size of tool handles should
accommodate majority of workers).
*Adapted from design checklists developed by Dave Ridyard, CPE, CIH, CSP. Applied
Ergonomics Technology, 270 Mather Road, Jenkintown, PA 19046–3129.
216
Appendix G-1 (cont.)
Hand Tool Use and Selection Principles*
1. Maintain straight wrists. Avoid bending or rotating the wrists. Remember, bend the tool,
not the wrist. A variety of bent-handle tools are commercially available.
2. Avoid static muscle loading. Reduce both the weight and size of the tool. Do not raise or
extend elbows when working with heavy tools. Provide counter-balanced support
devices for larger, heaver tools.
3. Avoid stress on soft tissues. Stress concentrations result from poorly designed tools that
exert pressure on the palms or fingers. Examples include short-handled pliers and tools
with finger grooves that do not fit the worker's hand.
4. Reduce grip force requirements. The greater the effort to maintain control of a hand tool,
the higher the potential for injury. A compressible gripping surface rather than hard
plastic may alleviate this problem.
5. Whenever possible, select tools that use a full-hand power grip rather than a precision
finger grip.
6. Maintain optimal grip span. Optimum grip spans for pliers, scissors, or tongs, measured
from the fingers to the base of the thumb, range from 6 to 9 cm. The recommended
handle diameters for circular-handle tools such as screwdrivers are 3 to 5 cm when a
power grip is required, and 0.75 to 1.5 cm when a precision finger grip is needed.
7. Avoid sharp edges and pinch points. Select tools that will not cut or pinch the hands
even when gloves are not worn.
8. Avoid repetitive trigger-finger actions. Select tools with large switches that can be
operated with all four fingers. Proximity switches are the most desirable triggering
mechanism.
9. Isolate hands from heat, cold, and vibration. Heat and cold can cause loss of manual
dexterity and increased grip strength requirements. Excessive vibration can cause
reduced blood circulation in the hands causing a painful condition known as white-finger
syndrome.
10. Wear gloves that fit. Gloves reduce both strength and dexterity. Tight-fitting gloves can
put pressure on the hands, while loose-fitting gloves reduce grip strength and pose other
safety hazards (e.g., snagging).
*Adapted from design checklists developed by Dave Ridyard, CPE, CIH, CSP. Applied
Ergonomics Technology, 270 Mather Road, Jenkintown, PA 19046–3129.
217
Appendix G-1 (cont.)
Design Principles for Lifting and Lowering Tasks*
1. Optimize material flow through the workplace by
a. reducing manual lifting of materials to a minimum,
b. establishing adequate receiving, storage, and shipping facilities, and
c. maintaining adequate clearances in aisle and access areas.
2. Eliminate the need to lift or lower manually by
a. increasing the weight to a point where it must be mechanically handled,
b. palletizing handling of raw materials and products, and
c. using unit load concept (bulk handling in large bins or containers).
3. Reduce the weight of the object by
a. reducing the weight and capacity of the container,
b. reducing the load in the container, and
c. limiting the quantity per container to suppliers.
4. Reduce the hand distance from the body by
a. changing the shape of the object or container so that it can be held closer to the
body,
b. and providing grips or handles for enabling the load to be held closer to the body.
5. Convert load lifting, carrying, and lowering movements to a push or pull by providing
a. conveyors,
b. ball caster tables,
c. hand trucks, and
d. four-wheel carts.
*Adapted from design checklists developed by Dave Ridyard, CPE, CIH, CSP. Applied
Ergonomics Technology, 270 Mather Road, Jenkintown, PA 19046–3129.
218
Appendix G-1 (cont.)
Design Principles for Pushing and Pulling Tasks*
1. Eliminate the need to push or pull by using the following mechanical aids, when
applicable:
a. conveyors (powered and non-powered)
b. powered trucks
c. lift tables
d. slides or chutes
2. Reduce the force required to push or pull by
a. reducing side and/or weight of load;
b. using four-wheel trucks or dollies;
c. using non-powered conveyors;
d. requiring that wheels and casters on hand-trucks or dollies have (1) periodic
lubrication of bearings, (2) adequate maintenance, and (3) proper sizing (provide
larger diameter wheels and casters);
e. maintaining the floors to eliminate holes and bumps; and
f.
requiring surface treatment of floors to reduce friction.
3. Reduce the distance of the push or pull by
a. moving receiving, storage, production, or shipping areas closer to work
production areas, and
b. improving the production process to eliminate unnecessary materials handling
steps.
4. Optimize the technique of the push or pull by
a. providing variable-height handles so that both short and tall employees can
maintain an elbow bend of 80 to 100 degrees,
b. replacing a pull with a push whenever possible, and
c. using ramps with a slope of less than 10%.
*Adapted from design checklists developed by Dave Ridyard, CPE, CIH, CSP. Applied
Ergonomics Technology, 270 Mather Road, Jenkintown, PA 19046–3129.
219
Appendix G-1 (cont.)
Design Principles for Carrying Tasks*
1. Eliminate the need to carry by rearranging the workplace to eliminate unnecessary
materials movement and using the following mechanical handling aids, when applicable:
a. Conveyors (all kinds)
b. Lift trucks and hand trucks
c. Tables or slides between workstations
d. Four-wheel carts or dollies
e. Air or gravity press ejection systems
2. Reduce the weight that is carried by
a. reducing the weight of the object,
b. reducing the weight of the container,
c. reducing the load in the container, and
d. reducing the quantity per container to suppliers.
3. Reduce the bulk of the materials that are carried by
a. reducing the size or shape of the object or container,
b. providing handles or hand-grips that allow materials to be held close to the body,
and
c. assigning the job to two or more persons.
4. Reduce the carrying distance by
a. moving receiving, storage, or shipping areas closer to production areas, and
b. using powered and non-powered conveyors.
5. Convert carry to push or pull by
a. using nonpowered conveyors, and
b. using hand trucks and push carts.
*Adapted from design checklists developed by Dave Ridyard, CPE, CIH, CSP. Applied
Ergonomics Technology, 270 Mather Road, Jenkintown, PA 19046-3129.
220
Appendix G-2
Ergonomic Handling and Storage of Materials
Introduction
Proper handling and storing materials involve diverse operations such as hoisting heavy
materials with a crane; driving a truck loaded with concrete blocks; carrying bags or materials
manually; and stacking palletized bricks or other materials such as drums, barrels, kegs, and
lumber. The improper handling and storing of materials often result in costly injuries.
Basic Safety and Health Principles
Injuries resulting from handling and storing materials can be reduced by using some basic
safety procedures such as adopting sound ergonomics practices, taking general fire safety
precautions, and keeping aisles and passageways clear.
What Is Ergonomics?
Ergonomics is defined as the study of work and is based on the principle that the job should be
adapted to fit the person rather than forcing the person to fit the job. Ergonomics focuses on the
work environment, such as its design and function, as well as items—such as the design and
function of work stations, controls, displays, safety devices, tools, and lighting to fit the
individuals’ physical requirements and to ensure their health and well being.
Ergonomics includes restructuring or changing workplace conditions, to make the job easier,
and reducing stressors that cause musculoskeletal disorders. In the area of materials handling
and storing, ergonomic principles may require controls such as reducing the size or weight of
the objects lifted, installing a mechanical lifting aid, or changing the height of a pallet or shelf.
Although no approach completely eliminates back injuries resulting from lifting
materials, you can prevent a substantial number of lifting injuries by implementing an
effective ergonomics program and by training your workers in appropriate lifting
techniques.
Moving, Handling, And Storing Materials
In addition to training and education, applying general safety principles—such as proper work
practices, equipment, and controls—can help reduce workplace accidents involving the moving,
handling, and storing of materials. Whether moving materials manually or mechanically, you
should know and understand the potential hazards associated with the task at hand and how to
control the workplace to minimize the danger.
Because numerous injuries can result from improperly handling and storing materials, you
should also be aware of accidents that may result from the unsafe or improper handling of
equipment as well as from improper work practices. In addition, you should be able to recognize
the methods for eliminating—or at least minimizing—the occurrence of such accidents.
Workplaces should examined to detect any unsafe or unhealthful conditions, practices, or
equipment and be corrective action should be taken.
221
Appendix G-2 (cont.)
Potential Hazards
Workers frequently cite the weight and bulkiness of objects that they lift as major contributing
factors to their injuries. In 1999, for example, more than 420,000 workplace accidents resulted
in back injuries. Bending, followed by twisting and turning, were the more commonly cited
movements that caused back injuries.
Other hazards include falling objects, improperly stacked materials, and various types of
equipment. You should make your workers aware of potential injuries that can occur when
manually moving materials, including the following:
 Strains and sprains from lifting loads improperly or from carrying loads that are either
too large or too heavy,

Fractures and bruises caused by being struck by materials or by being caught in
pinch points, and

Cuts and bruises caused by falling materials that have been improperly stored or by
incorrectly cutting ties or other securing devices.
SPECIAL PRECAUTIONS
When moving materials manually:
When moving materials manually, workers should attach handles or holders to loads. In
addition, workers should always wear appropriate personal protective equipment and use
proper lifting techniques. To prevent injury from oversize loads, workers should seek help in the
following:

When a load is so bulky that it cannot be properly grasped or lifted,

When workers cannot see around or over a load, or

When workers cannot safely handle a load.
Using the following personal protective equipment prevents needless injuries when manually
moving materials:
 Hand and forearm protection, such as gloves, for loads with sharp or rough edges.

Eye protection.

Steel-toed safety shoes or boots.

Metal, fiber, or plastic metatarsal guards to protect the instep area from impact or
compression.
See OSHA’s booklet, Personal Protective Equipment (OSHA 3077), for additional information.
Blocking materials should be used to manage loads safely. Workers should also be cautious
when placing blocks under a raised load to ensure that the load is not released before removing
their hands from under the load. Blocking materials and timbers should be large and strong
enough to support the load safely. In addition to materials with cracks, workers should not use
materials with rounded corners, splintered pieces, or dry rot for blocking.
222
Appendix G-2 (cont.)
When moving materials mechanically:
Using mechanical equipment to move and store materials increases the potential for injury to
workers. Workers must be made aware of both manual handling safety concerns and safe
equipment operating techniques. Overloading equipment when moving materials mechanically
by letting the weight, size, and shape of the material being moved dictate the type of equipment
used should be avoided. All materials-handling equipment has rated capacities that determine
the maximum weight the equipment can safely handle and the conditions under which it can
handle that weight. It must ensure that the equipment-rated capacity is displayed on each piece
of equipment and is not exceeded except for load testing.
Although workers may be knowledgeable about powered equipment, they should take
precautions when stacking and storing material. When picking up items with a powered
industrial truck, the following precautions should be taken:

Center the load on the forks as close to the mast as possible to minimize the potential
for the truck tipping or the load falling,

Avoid overloading a lift truck because it impairs control and causes tipping over,

Do not place extra weight on the rear of a counterbalanced forklift to allow an
overload,

Adjust the load to the lowest position when traveling,

Follow the truck manufacturer’s operational requirements, and

Pile and cross-tier all stacked loads correctly when possible.
Avoiding storage hazards
Stored materials must not create a hazard. Workers should be made aware of such factors as
the materials’ height and weight, how accessible the stored materials are to the user, and the
condition of the containers where the materials are being stored when stacking and piling
materials. The following should be done to prevent creating hazards when storing materials:

Keep storage areas free from accumulated materials that cause tripping, fires, or
explosions, or that may contribute to the harboring of rats and other pests;

Place stored materials inside buildings that are under construction and at least 6 feet
from hoist ways, or inside floor openings and at least 10 feet away from exterior walls;

Separate non-compatible material; and

Equip workers who work on stored grain in silos, hoppers, or tanks, with lifelines and
safety belts.
In addition, workers should consider placing bound material on racks, and secure it by stacking,
blocking, or interlocking to prevent it from sliding, falling, or collapsing.
223
Appendix G-2 (cont.)
Stacking Materials Safeguards
Stacking materials can be dangerous if workers do not follow safety guidelines. Falling materials
and collapsing loads can crush or pin workers, causing injuries or death. To help prevent
injuries when stacking materials, workers must do the following:

Stack lumber no more than 16 feet high if it is handled manually, and no more than 20
feet if using a forklift;

Remove all nails from used lumber before stacking;

Stack and level lumber on solidly supported bracing;

Ensure that stacks are stable and self-supporting;

Do not store pipes and bars in racks that face main aisles to avoid creating a hazard
to passersby when removing supplies;

Stack bags and bundles in interlocking rows to keep them secure; and

Stack bagged material by stepping back the layers and cross-keying the bags at least
every ten layers (to remove bags from the stack, start from the top row first).
During materials stacking activities, workers must also do the following:
 Store baled paper and rags inside a building no closer than 18 inches to the walls,
partitions, or sprinkler heads;

Band boxed materials or secure them with cross-ties or shrink plastic fiber;

Stack drums, barrels, and kegs symmetrically;

Block the bottom tiers of drums, barrels, and kegs to keep them from rolling if stored
on their sides;

Place planks, sheets of plywood dunnage, or pallets between each tier of drums,
barrels, and kegs to make a firm, flat, stacking surface when stacking on end;

Chock the bottom tier of drums, barrels, and kegs on each side to prevent shifting in
either direction when stacking two or more tiers high; and

Stack and block poles as well as structural steel, bar stock, and other cylindrical
materials to prevent spreading or tilting unless they are in racks.
In addition, workers should do the following:
 Paint walls or posts with stripes to indicate maximum stacking heights for quick
reference;

Observe height limitations when stacking materials;

Consider the need for availability of the material; and

Stack loose bricks no more than 7 feet in height. (When these stacks reach a height
of 4 feet, taper them back inches for every foot of height above the 4-foot level. When
masonry blocks are stacked higher than 6 feet, taper the stacks back one-half block
for each tier above the 6-foot level.)
224
Appendix G-2 (cont.)
Important Safety Measures
To reduce the number of accidents associated with workplace equipment, workers must be
trained in the proper use and limitations of the equipment they operate. In addition to powered
industrial trucks, this includes knowing how to safely and effectively use equipment such as
conveyors, cranes, and slings.
Conveyor Safety Measures
When using conveyors, workers may get their hands caught in nip points where the conveyor
medium runs near the frame or over support members or rollers. Workers also may be struck by
material falling off the conveyor, or they may get caught in the conveyor and drawn into the
conveyor path as a result. To prevent or reduce the severity of an injury, the following
precautions should be taken:

Install an emergency button or pull cord designed to stop the conveyor at the work
station.

Install emergency stop cables that extend the entire length of continuously accessible
conveyor belts so that the cables can be accessed from any location along the
conveyor.

Design the emergency stop switch so that it must be reset before the conveyor can
be restarted.

Ensure that appropriate personnel inspect the conveyor and clear the stoppage
before restarting a conveyor that has stopped due to an overload.

Prohibit workers from riding on a materials-handling conveyor.

Provide guards where conveyors pass over work areas or aisles to keep workers from
being struck by falling material. (If the crossover is low enough for workers to run into
it, mark the guard with a warning sign or paint it a bright color.)

Cover screw conveyors completely except at loading and discharging points. (At
those points, guards must protect workers against contacting the moving screw. The
guards are movable, and they must be interlocked to prevent conveyor movement
when the guards are not in place.)
Cranes Safety Measures
Only thoroughly trained and competent workers must be permitted to operate cranes. Operators
should know what they are lifting and what it weighs. For example, the rated capacity of mobile
cranes varies with the length of the boom and the boom radius. When a crane has a telescoping
boom, a load may be safe to lift at a short boom length or a short boom radius, but may
overload the crane when the boom is extended and the radius increases.
To reduce the severity of an injury, the following precautions should be taken:

Equip all cranes that have adjustable booms with boom angle indicators.
225
Appendix G-2 (cont.)

Provide cranes with telescoping booms with some means to determine boom lengths
unless the load rating is independent of the boom length.

Post load rating charts in the cab of cab-operated cranes. (All cranes do not have
uniform capacities for the same boom length and radius in all directions around the
chassis of the vehicle.)

Require workers to always check the crane’s load chart to ensure that the crane will
not be overloaded by operating conditions.

Instruct workers to plan lifts before starting them to ensure that they are safe.

Tell workers to take additional precautions and exercise extra care when operating
around power lines.

Teach workers that outriggers on mobile cranes must rest on firm ground, on timbers,
or be sufficiently cribbed to spread the weight of the crane and the load over a large
enough area. (Some mobile cranes cannot operate with outriggers in the traveling
position.)

Direct workers to always keep hoisting chains and ropes free of kinks or twists and
never wrapped around a load.

Train workers to attach loads to the load hook by slings, fixtures, and other devices
that have the capacity to support the load on the hook.

Instruct workers to pad sharp edges of loads to prevent cutting slings.

Teach workers to maintain proper sling angles so that slings are not loaded in excess
of their capacity.

Ensure that all cranes are inspected frequently by persons thoroughly familiar with the
crane, the methods of inspecting the crane, and what can make the crane
unserviceable. Crane activity, the severity of use, and environmental conditions
should determine inspection schedules.

Ensure that the critical parts of a crane—such as crane operating mechanisms,
hooks, air, or hydraulic system components and other load-carrying components—are
inspected daily for any maladjustment, deterioration, leakage, deformation, or other
damage.
Safe Use of Slings
A competent person must be designated to conduct inspections of slings before and during use,
especially when service conditions warrant. In addition, you must ensure that workers observe
the following precautions when working with slings:

Remove immediately damaged or defective slings from service.

Do not shorten slings with knots or bolts or other makeshift devices.

Do not kink sling legs.

Do not load slings beyond their rated capacity.

Keep suspended loads clear of all obstructions.
226
Appendix G-2 (cont.)

Remain clear of loads about to be lifted and suspended.

Do not engage in shock loading.

Avoid sudden crane acceleration and deceleration when moving suspended loads.
Training and Education
OSHA recommends that a formal training program be established to teach workers how to
recognize and avoid materials handling hazards. Instructors should be well versed in safety
engineering and materials handling and storing. The training should reduce workplace hazards
by emphasizing the following factors:

Dangers of lifting without proper training.

Avoidance of unnecessary physical stress and strain.

Awareness of what a worker can comfortably handle without undue strain.

Use of equipment properly.

Recognition of potential hazards and how to prevent or correct them.
Special Training Emphasis Injuries
Because of the high incidence of back injuries, both administration and students should
demonstrate and practice safe manual lifting techniques. Training programs on proper lifting
techniques should cover the following topics:

Health risks of improper lifting, citing organizational case histories, vs. the benefits of
proper lifting.

Basic anatomy of the spine, muscles, and joints of the trunk, and the contributions of
intra-abdominal pressure while lifting.

Body strengths and weaknesses—determining one’s own lifting capacity.

Physical factors that might contribute to an accident and how to avoid the
unexpected.

Safe postures for lifting and timing for smooth, easy lifting.

Aids such as stages, platforms, or steps, trestles, shoulder pads, handles, and
wheels.

Body responses—warning signals—to be aware of when lifting.
227
Appendix G-2 (cont.)
How to make training programs more effective?
An ongoing safety and health training program, can motivate workers to continue using
necessary protective gear and observing proper procedures. Instituting such a program, along
with providing the correct materials handling equipment, can enhance worker safety and health
in the area of materials handling and storing. More training information is located at
http://www.osha.gov/SLTC/safetyhealth/index.html. For more help, contact the OSHA Training
Institute or the regional or area office nearest to you.
OSHA Assistance
OSHA can provide extensive help through a variety of programs, including technical assistance
about effective safety and health programs, state plans, workplace consultations, voluntary
protection programs, strategic partnerships, and training and education, and more. Safety and
health add value to your business, to your work, and to your life.
OSHA Training and Education
OSHA’s area offices offer a variety of information services, such as compliance assistance,
technical advice, publications, audiovisual aids and speakers for special engagements.
OSHA Internet Information
OSHA has a variety of materials and tools available on its website–www.osha.gov. These
include e-Tools such as Expert Advisors, Electronic Compliance Assistance Tools (e-CATs),
Technical Links; regulations, directives, publications; videos, and other information.
OSHA’s software programs and compliance assistance tools walk you through challenging
safety and health issues and common problems to find the best solutions for your workplace.
OSHA’s CD-ROM includes standards, interpretations, directives, and more and can be
purchased on CD-ROM from the U.S. Government Printing Office. To order, write to the
Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954 or phone (202)
512-1800. Specify OSHA Regulations, Documents and Technical Information on CD-ROM
(ORDT), GPO Order No. S/N 729-013-00000- 5. The price is $53 per year ($66.25 foreign); $15
per single copy ($18.75 foreign).
Related Publications
Single free copies of the following publications can be obtained from the U.S. Department of
Labor, OSHA/OSHA Publications Office, P.O. Box 37535, Washington, DC 20013-7535. Send a
self-addressed mailing label with your request. Publications may also be ordered from
www.osha.gov.
228
Appendix G-2 (cont.)
Concrete and Masonry Construction – OSHA 3106
Personal Protective Equipment – OSHA 3077
Sling Safety – OSHA 3072
The following publications are available from the Superintendent of Documents, U.S.
Government Printing
Office, P.O Box 371954, Pittsburgh, PA 15250-7954. Phone orders: 1-866-512-1800 (toll free);
202-512-1800 (Metro DC). Or visit GPO online at www.gpo.gov/su_docs/ for current ordering
and pricing information.
Assessing the Need for Personal Protective Equipment: A Guide for Small Business Employers
(OSHA 3151).
Ergonomics: The Study of Work (OSHA 3125).
Job Hazard Analysis (OSHA 3071).
Title 29 Code of Federal Regulations (CFR) Part 1900 to 1910.999 (General Industry
Standards).
Title 29 Code of Federal Regulations (CFR) Part 1910.1000 to End (General Industry
Standards).
Title 29 Code of Federal Regulations (CFR) Part 1926 (Construction).
Information may also be obtained from the following OSHA offices:
OSHA Regional Office
Region VI (AR, LA, NM,* OK, TX)
525 Griffin Street, Room 602
Dallas, TX 75202
(214) 767-4731 or 4736 x224
OSHA Area Office
Baton Rouge, LA
(225) 389-0474 (0431)
OSHA Consultation Projects
Baton Rouge, LA
(225) 342-9601
Excerpted from: OSHA Booklet 2236, 2002 (Revised)
229
Appendix G-3
ERGONOMICALLY CORRECT LIFTING TECHNIQUES
Lifting is strenuous and requires proper training and technique in order to perform it safely. By
lifting with your large, strong leg muscles instead of the small muscles of the back, you can
prevent back injuries and reduce low back pain. The following guidelines are provided
describing the various lifts that can be performed depending upon the load.
A medium sized box may be used to demonstrate the techniques below.
1. Basic Lift
This lift is the most common method of good lifting technique. Use the basic lift for objects
small enough to straddle where you have enough room to use a wide stance.
a. Get close to the object.
b.
Stand with a wide stance; put one foot forward and to the side of the object.
c.
Keep your back straight, push your buttocks out, and use your legs and hips to lower
yourself down to the object.
Move the load as close to you as possible.
If the box has handles, grasp the handles firmly and go to step (i).
d.
e.
f.
h.
Put the hand (that is on the same side of your body as the forward foot) on the side of the
object furthest from you.
Put the other hand on the side of the object closest to you. Your hands should be on
opposite corners of the object.
Grasp the object firmly with both hands.
i.
Prepare for the lift: look forward.
g.
j.
Lift upwards following your head and shoulders. Hold the load close to your body. Lift by
extending your legs with your back straight, your buttocks out, and breathe out as you lift.
Note: If you are doing this lift correctly, your head will lift up first, followed by your straight
back. If your hips come up first and you must bend your back as you straighten up, you are
doing this lift incorrectly.
2. Power Lift
Use the power lift for objects too large for you to straddle. This lift is very similar to the basic lift.
In the power lift, the object shifts your center of gravity forward, and you must push your
buttocks out to compensate. (Professional weight lifters lift using this position).
a.
Put one foot in front of the other using a wide stance.
b.
Keep your back straight, push your buttocks out and use your legs and hips to lower
yourself down to the object.
c.
Move the load as close to you as possible.
d.
Grasp the object firmly with both hands.
e.
Prepare for the lift: look forward.
230
Appendix G-3 (cont.)
f.
Lift upwards following your head and shoulders. Hold the load close to your body. Lift by
extending your legs with your back straight, your buttocks out (exaggerate this position),
and breathe out as you lift.
3. Tripod Lift
Use the tripod lift for objects with uneven weight distribution (example: sacks of food). This lift is
recommended for people with decreased arm strength. Not recommended for people with bad
knees.
a.
Put one foot next to the object. Keep your back straight, push your buttocks out and slowly
lower yourself down onto one knee. (For support as you lower yourself down, put one hand
on a stool or on your thigh for support).
b.
Position the object close to the knee on the ground.
c.
Grasp the object firmly with both hands.
d.
Slide the object from the knee on the ground to mid-thigh. Keep your head forward, your
back straight, and your buttocks out, and lift the object onto the opposite thigh.
e.
Put both of your forearms under the object (with your palms facing upward) and hug the
object to your stomach and chest.
f.
Prepare for the lift: look forward.
g.
Lift upwards following your head and shoulders. Hold the load close to your body. Lift by
extending your legs with your back straight, your buttocks out, and breathe out as you lift.
4. Partial Squat Lift
Use the partial squat lift for small light objects with handles close to knee height.
a.
Stand with the object close to your side.
b.
Place your feet shoe-width apart, with one foot slightly ahead of the other.
c.
Place one hand on a fixed surface (such as a table or stool) or on your thigh.
d.
Keep your back straight, push your buttocks out and slowly lower yourself down to reach
the object’s handles.
e.
Prepare for the lift: grasp the object and look forward.
f.
For support as you lift, push down on the fixed surface (or on your thigh).
g.
Lift upwards following your head and shoulders. Lift by extending your legs with your back
straight, your buttocks out, and breathe out as you lift.
5. Golfer’s Lift
Use the golfer’s lift for small light objects in deep bins and to pick small objects off the floor. This
lift is recommended for people with knee problems or decreased leg strength.
a.
Place hand near the edge of a fixed surface (such as the edge of a table or bin). This hand
will support your upper body during the lift.
b.
Keep your back straight and raise one leg straight out behind you as you lean down to pick
up the object. The weight of your leg will counterbalance the weight of your upper body.
231
Appendix G-3 (cont.)
c.
Grasp the object firmly.
d.
Prepare for the lift: look forward. Keep your leg raised as you initiate the lift.
e.
To lift, push down on the fixed surface as you lower your leg. Keep your back straight and
breathe out as you lift.
6. Straight Leg Lift
Use the straight leg lift when obstacles prevent you from bending your knees. Be careful! Lifts
over obstacles that prevent you from bending your knees put you at increased risk for muscle
strain. If possible, avoid this lift.
a. Stand as close to the object as possible with knees slightly bent.
b.
Do not bend your waist! Push your buttocks out.
c.
If the obstacle (object preventing you from bending your knees) is stable, lean your legs
against the obstacle for support. Use your legs and hips to lower yourself down to the
object.
d.
Grasp the object firmly with both hands.
e.
Prepare for the lift: look forward.
F.
Lift upwards following your head and shoulders. Hold the load close to your body. Lift by
extending your legs with your back straight, your buttocks out (exaggerate this position),
and breathe out as you lift.
7. Pivot Technique
When you must lift an object and then turn to carry it away, it is common to twist the body.
Twisting while lifting can cause serious damage to the tissues of the back. Use the pivot
technique to avoid twisting while lifting.
a.
Lift the load using any of the previous techniques.
b.
Hold the load very close to your body at waist level.
c.
Turn the leading foot 90 degrees toward the direction you want to turn.
d.
Bring the lagging foot next to the leading foot. Do not twist your body!
232
Appendix G-4
Whole-Body & Hand/Arm Vibration
Whole-body vibration is experienced in any work condition that involves sitting, standing, or
lying on a vibrating surface. Excessive levels and durations of exposure to whole-body
vibrations may contribute to back pain and performance problems. If you spend a considerable
amount of your workday on a vibrating seat or floor and experience any of the following signs or
symptoms, contact the Office of Health and Safety and/or the Occupational Health Clinic:

Blurred vision

Decrease in manual coordination

Drowsiness (even with proper rest)

Low back pain

Insomnia

Headaches or upset stomach
Vibrating hand tools or work pieces can transmit vibrations to the holder, and depending on the
vibration level and duration factors, may contribute to Raynaud’s syndrome or vibration-induced
white finger disorders. These disorders show a progression of symptoms beginning with
occasional or intermittent numbness or blanching of the tips of a few fingers to more persistent
attacks, affecting greater parts of most fingers and reducing tactile discrimination and manual
dexterity. If you experience any of these symptoms, contact the Office of Health and Safety
and/or the Occupational Health Clinic. The following recommendations can help reduce the
likelihood of developing hand-arm vibration syndromes:

Select power tools with anti-vibration properties.

Use handle coatings that suppress vibrations.

Increase coefficient of friction on handles to reduce force requirements.

Keep power tools balanced and lubricated to minimize vibration.

Job rotation — have more than one person perform tasks that involve exposure to
hand-arm vibration.

Use vibration attenuation gloves.
Hand Tool Use & Selection Principles
Implementing the following suggestions for proper selection and usage of hand tools will help
reduce the likelihood of developing work-related musculoskeletal disorders in the hands, wrists,
and arms:

Maintain straight wrists. Avoid bending or rotating the wrists; a variety of bent-handle
tools are commercially available.

Avoid static muscle loading. Reduce both the weight and size of the tool. Do not raise
or extend elbows when working with heavy tools. Provide counter-balance support
devices for larger, heavier tools.
233
Appendix G-4 (cont.)

Avoid stress on soft tissues. Stress concentrations result from poorly designed tools
that exert pressure on the palms or fingers. Examples include short-handled pliers
and tools with finger grooves that do not fit the worker’s hand.

Reduce grip force requirements. The greater the effort to maintain control of a hand
tool, the higher the potential for injury. A compressible gripping surface rather than
hard plastic should be used.

Whenever possible, select tools that use a full-hand power grip rather than a
precision finger grip.

Avoid sharp edges and pinch points. Select tools with large switches that can be
operated even when gloves are not worn.

Avoid repetitive trigger-finger actions. Select tools with large switches that can be
operated with all four fingers.

Wear gloves that fit. Tight-fitting gloves can put pressure on the hands, while loosefitting gloves reduce grip strength and pose other safety hazards.
If your job involves the frequent use of hand-tools and you are experience numbing, blanching,
pins-and-needles, or dull pain in the hands or forearms, contact the Office of Health and Safety
and/or the Occupational Health Clinic.
234
Appendix H
Hearing Conservation
&
Noise Control
235
Appendix H-1
Hearing Conservation & Noise Control
Work-related hearing loss continues to be a critical workplace safety and health issue. The
National Institute for Occupational Safety and Health (NIOSH) and the occupational safety and
health community named hearing loss one of the 21 priority areas for research in the next
century. Noise-induced hearing loss is 100 percent preventable but once acquired, hearing loss
is permanent and irreversible. Therefore, prevention measures must be taken by employers and
workers to ensure the protection of workers’ hearing.
Magnitude of the Problem



Approximately 30 million workers are exposed to hazardous noise on the job and an
additional nine million are at risk for hearing loss from other agents such as solvents
and metals.
Noise-induced hearing loss is one of the most common occupational diseases and
the second most self-reported occupational illness or injury. Industry specific studies
reveal:
o 44% of carpenters and 48% of plumbers reported that they had a perceived
hearing loss.
o 90% of coal miners will have a hearing impairment by age 52 (compared to 9% of
the general population); 70% male, metal/nonmetal miners will experience a
hearing impairment by age 60.
While any worker can be at risk for noise-induced hearing loss in the workplace,
workers in many industries have higher exposures to dangerous levels of noise.
Industries with high numbers of exposed workers include: agriculture; mining;
construction; manufacturing and utilities; transportation; and military.
Cost
There is no national surveillance or injury reporting system for hearing loss. As such,
comprehensive data on the economic impact of hearing loss are not available. Some estimates
find that occupational hearing loss compensation costs alone are in the hundreds of millions of
dollars per year. The following examples provide an indication of the economic burden of
occupational hearing loss.
Washington State workers’ compensation disability settlements for hearing-related conditions
cost $4.8 million in 1991. This figure does not include medical costs or personal costs, which
can include approximately $1500 for a hearing aid and around $300 per year for batteries.
Moreover, workers’ compensation data are an underestimate of the true frequency of
occupational illness, representing only the tip of the iceberg.
In British Columbia, in the five-year period from 1994 to 1998, the workers’ compensation board
paid $18 million in permanent disability awards to 3,207 workers suffering hearing loss. An
additional $36 million was paid out for hearing aids.
236
Appendix H-1 (cont.)
Through their hearing conservation program, the U.S. Army saved $504.3 million by reducing
hearing loss among combat arms personnel between 1974 and 1994. Between 1987 and 1997,
as a result of military efforts to reduce civilian hearing loss, the Department of Veterans Affairs
saved $220.8 million and the Army an additional $149 million.
Prevention
Removing hazardous noise from the workplace through engineering controls (e.g. installing a
muffler or building an acoustic barrier) is the most effective way to prevent noise-induced
hearing loss. Hearing protectors such as earplugs and earmuffs should be used when it is not
feasible to otherwise reduce noise to a safe level. NIOSH recommends hearing loss prevention
programs for all workplaces with hazardous levels of noise. These programs should include
noise assessments, engineering controls, audiometric monitoring of workers’ hearing,
appropriate use of hearing protectors, worker education, record keeping, and program
evaluation.
OSHA’s Noise Standard – 1910.95
When employees are subjected to sound exceeding those listed in Table G-16, feasible
administrative or engineering controls shall be utilized. If such controls fail to reduce sound
levels within the levels of Table G-16, personal protective equipment shall be provided and used
to reduce sound levels within the levels of the table.
OSHA TABLE G-16 – PERMISSIBLE NOISE EXPOSURES
Duration
(Hours/Day)
Sound Level
(Decibels)
90
8
92
6
95
4
97
3
100
2
102
1½
105
1
110
½
115
¼ or less
237
Appendix H-1 (cont.)
OSHA’s Hearing Conservation Program Requirements
OSHA Standard 1910.95, Occupational Noise Exposure, states that an employer shall
administer a continuing, effective hearing conservation program, as described in OSHA
Standard 1910.95 whenever employee noise exposures equal or exceed an 8-hour timeweighted average sound level (TWA) of 85 decibels measured on the A scale (slow response).
An 8-hour time-weighted average of 85 decibels is referred to as the ACTION LEVEL.
What is occupational noise exposure?
Noise, or unwanted sound, is one of the most pervasive occupational health problems. It is a byproduct of many industrial processes. Sound consists of pressure changes in a medium (usually
air), caused by vibration or turbulence. These pressure changes produce waves emanating
away from the turbulent or vibrating source. Exposure to high levels of noise causes hearing
loss and may cause other harmful health effects as well. The extent of damage depends
primarily on the intensity of the noise and the duration of the exposure.
Noise-induced hearing loss can be temporary or permanent. Temporary hearing loss results
from short-term exposures to noise, with normal hearing returning after period of rest. Generally,
prolonged exposure to high noise levels over a period of time gradually causes permanent
damage.
OSHA’s hearing conservation program is designed to protect workers with significant
occupational noise exposures from hearing impairment even if they are subject to such noise
exposures over their entire working lifetimes. This publication summarizes the required
component of OSHA’s hearing conservation program for general industry. It covers monitoring,
audiometric testing, hearing protectors, training, and record keeping requirements.
Monitoring
When information indicates that any employee’s exposure may equal or exceed an 8-hour timeweighted average of 85 decibels, the employers shall develop and implement a monitoring
program.
The hearing conservation program requires employers to monitor noise exposure levels in a
way that accurately identifies employees exposed to noise at or above 85 decibels (dB)
averaged over 8 working hours, or an 8-hour time-weighted average (TWA). Employers must
monitor all employees whose noise exposure is equivalent to or greater than a noise exposure
received in 8 hours where the noise level is constantly 85 dB.
The exposure measurement must include all continuous, intermittent, and impulsive noise within
an 80 dB to 130 dB range and must be taken during a typical work situation. This requirement is
performance-oriented because it allows employers to choose the monitoring method that best
suits each individual situation. Employers must repeat monitoring whenever changes in
production, process, or controls increase noise exposure.
238
Appendix H-1 (cont.)
These changes may mean that more employees need to be included in the program or that their
hearing protectors may no longer provide adequate protection. Employees are entitled to
observe monitoring procedures and must receive notification of the results of exposure
monitoring. The method used to notify employees is left to the employer’s discretion. Employers
must carefully check or calibrate instruments used for monitoring employee exposures to ensure
that the measurements are accurate. Calibration procedures are unique to specific instruments.
Employers should follow the manufacturer’s instructions to determine when and how extensively
to calibrate the instrument.
Monitoring Noise Levels
The Purpose of Noise Monitoring
In order to determine if exposures are at or above this level, it may be necessary to measure or
monitor the actual noise levels in the workplace and to estimate the noise exposure or “dose”
received by employees during the workday.
When is it Necessary to Implement a Noise Monitoring Program?
It is not necessary for every employer to measure workplace noise. Noise monitoring or
measuring must be conducted only when exposures are at or above 85 dB. Factors which
suggest that noise exposures in the workplace may be at this level include employee complaints
about the loudness of noise, indications that employees are losing their hearing, or noisy
conditions which make normal conversation difficult. The employer should also consider any
information available regarding noise emitted from specific machines. In addition, actual
workplace noise measurements can suggest whether or not a monitoring program should be
initiated.
How is Noise measured?
Basically, there are two different instruments to measure noise exposures: the sound level
meter and the dosimeter. A sound level meter is a device that measures the intensity of sound
at a given moment. Since sound level meters provide a measure of sound intensity at only one
point in time, it is generally necessary to take a number of measurements at different times
during the day to estimate noise exposure over a workday. If noise levels fluctuate, the amount
of time noise remains at each of the various measured levels must be determined.
To estimate employee noise exposures with a sound level meter, it is also generally necessary
to take several measurements at different locations within the workplace. After appropriate
sound level meter readings are obtained, people sometimes draw “maps” of the sound levels
within different areas of the workplace. By using a sound level “map” and information on
employee locations throughout the day, estimates of individual exposure levels can be
developed. This measurement method us generally referred to as “area” noise monitoring.
239
A dosimeter is like a sound level meter except that it stores sound level measurements and
integrates these measurements over time, providing an average noise exposure reading for a
given period of time, such as an 8-hour workday. With a dosimeter, a microphone is attached to
Appendix H-1 (cont.)
the employee’s clothing and the exposure measurement is simply read at the end of the desired
time period. A reader may be used to read-out the dosimeter’s measurements. Since the
dosimeter is worn by the employee, it measures noise levels in those locations in which the
employee travels. A sound level meter can also be positioned within the immediate vicinity of
the exposed worker to obtain an individual exposure estimate. Such procedures are generally
referred to as “personal” noise monitoring.
Area monitoring can be used to estimate noise exposure when the noise levels are relatively
constant and employees are not mobile. In workplaces where employees move about in
different areas or where the noise intensity tends to fluctuate over time, noise exposure is
generally more accurately estimated by the personal monitoring approach.
In situations where personal monitoring is appropriate, proper positioning of the microphone is
necessary to obtain accurate measurements. With a dosimeter, the microphone is generally
located on the shoulder and remains in that position for the entire workday. With a sound level
meter, the microphone is stationed near the employee’s head, and the instrument is usually held
by an individual who follows the employee as he or she moves about.
Manufacturer’s instructions, contained in dosimeter and sound level meter operating manuals,
should be followed for calibration and maintenance. To ensure accurate results, it is considered
good professional practice to calibrate instruments before and after each use.
How Often is it Necessary to Monitor Noise Levels?
The amendment requires that when there are significant changes in machinery or production
processes that may result in increased noise levels, re-monitoring must be conducted to
determine whether additional employees need to be included in the hearing conservation
program. Many organizations choose to re-monitor periodically (once every year or two) to
ensure that all exposed employees are included in their hearing conservation programs.
Where can Equipment and Technical Advice be Obtained?
Noise monitoring equipment may be either purchased or rented. Sound level meters cost about
$500 to $1,000, while dosimeter range in price from about $750 to $1,500. Smaller companies
may find it more economical to rent equipment rather than to purchase it. Names of equipment
suppliers may be found in the telephone book (Yellow Pages) under headings such as” “Safety
Equipment,” “Industrial Hygiene,” or “Engineers-Acoustical.” In addition to providing information
on obtaining noise monitoring equipment, many companies and individuals included under such
listings can provide professional advice on how to conduct a valid noise monitoring program.
Some audiological testing firms and industrial hygiene firms also provide noise-monitoring
services. Universities with audiology, industrial hygiene, or acoustical engineering departments
may also provide information or may be able to help employers meet their obligations under this
amendment.
240
Free, on-site assistance may be obtained from OSHA-supported state and private consultation
organizations. These safety and health consultative entities generally give priority to the needs
of small businesses.
[61 FR 9227, March 7, 1996]
Appendix H-1 (cont.)
Audiometric Testing
The employers shall establish and maintain an audiometric testing program as provided in
OSHA Standard 1910.95, Occupational Noise Exposure, by making audiometric testing
available to all employees WHOSE EXPOSURES EQUAL OR EXCEED AN 8-HOUR TIMEWEIGHTED AVERAGE OF 85 DECIBELS. The program shall be provided at no cost to
employees. Audiometric tests and equipment must meet requirements specified in OSHA
Standard 1910.95, Occupational Noise Exposure.
What is Audiometric Testing?
Employers must make audiometric testing available at no cost to all employees who are
exposed to an action level of 85 dB or above, measured as an 8-hour TWA. Audiometric testing
monitors an employee’s hearing over time. The employer must establish and maintain an
audiometric testing program. The important elements of the program include baseline
audiograms, annual audiograms, training, and follow-up procedures. The audiometric testing
program follow-up should indicate whether the employer’s hearing conservation program is
preventing hearing loss. A licensed or certified audiologist, otolaryngologist, or other physician
must be responsible for the program. Both professionals and trained technicians may conduct
audiometric testing.
There are two types of audiograms required in the hearing conservation program: baseline and
annual audiograms.
Baseline Audiograms
The baseline audiogram is the reference audiogram against which future audiograms are
compared. Employers must provide baseline audiograms within 6 months of an employee’s first
exposure at or above an 8-hour TWA of 85 dB.
Annual Audiograms
Employers must provide annual audiograms within one (1) year of the baseline. It is important to
test workers’ hearing annually to identify deterioration in their hearing ability as early as
possible. This enables employers to initiate protective follow-up measures before hearing loss
progresses. Employers must compare annual audiograms to baseline audiograms to determine
whether the audiogram is valid and whether the employee has lost hearing ability or
experienced a standard threshold shift (STS). An STS is an average shift in either ear of 10 dB
or more t 2,000, 3,000, and 4,000 hertz.
241
Appendix H-1 (cont.)
Employer Requirements Following an Audiogram Evaluation
The employer must fit or refit any employee showing an STS with adequate hearing protectors,
show the employee how to use them, and require the employee to wear them. Some employees
with an STS may need further testing if the professional determines that their test results are
questionable or if they have an ear problem thought to be caused or aggravated by wearing
hearing protectors. If the suspected medical problem is not thought to be related to wearing
hearing protection, the employer must advise the employee to see a physician. If subsequent
audiometric tests show that the STS identified on a previous audiogram is not persistent,
employees whose exposure to noise is less than a TWA of 90 dB may stop wearing hearing
protectors. The employer may substitute an annual audiogram for the original baseline
audiogram if the professional supervising the audiometric program determines that the
employee’s STS is persistent. Employers must conduct audiometric tests in a room meeting
specific background levels with calibrated audiometers that meet American National Standard
Institute (ANSI) specifications of SC-1969.
Hearing Protectors
Employers must provide hearing protectors to all workers exposed to 8-hour TWA noise levels
of 85 dB or above. This requirement ensures that employees have access to protectors before
they experience any hearing loss. Employees must wear hearing protectors:
For any period exceeding 6 months from the time they are first exposed to 8-hour TWA
noise levels of 85 dB or above, until they receive their baseline audiograms if these
tests are delayed due to mobile test van scheduling;
If they have incurred standard threshold shifts (STS) that demonstrate they are
susceptible to noise; and
If they are exposed to noise over the permissible exposure limit of 90 dB over an 8hour TWA.
Employers must provide employees with a selection of at least one variety of hearing plug
and one variety of hearing muff. Employees should decide, with the help of a person trained
to fit hearing protectors, which size and type protector is most suitable for the working
environment.
The protector selected should be comfortable to wear and offer sufficient protection to
prevent hearing loss. Hearing protectors must adequately reduce the noise level for each
employee’s work environment. Most employers use the Noise Reduction Rating (NRR) that
represents the protector’s ability to reduce noise under ideal laboratory conditions. The
employer then adjusts the NRR to reflect noise reduction in the actual working environment.
The employer must reevaluate the suitability of the employee’s hearing protector whenever
242
a change in working conditions may make it inadequate. If workplace noise levels increase,
employers must give employees more effective protectors. The protector must reduce
Appendix H-1 (cont.)
employee exposures to at least 90 dB and to 85 dB when an STS already has occurred in
the worker’s hearing. Employers must show employees how to use and care for their
protectors and supervise them on the job to ensure that they continue to wear them
correctly.
Training Program
The employer shall institute a training program for all employees who are exposed to noise
at or above an 8-hour time-weighted average of 85 decibels, and shall ensure employee
participation in such program.
The training program shall be repeated annually for each employee included in the hearing
conservation program. Information provided in the training program shall be updated to be
consistent with changes in protective equipment and work processes. The employer shall
ensure that each employee is informed of the following: The effects of noise on hearing; the
purpose of hearing protectors, the advantages, disadvantages, and attenuation of various
types, and instructions on selection, fitting, use, and care; and the purpose of audiometric
testing, and an explanation of the test procedures.
Employee training is very important. Workers who understand the reasons for the hearing
conservation programs and the need to protect their hearing will be more motivated to wear
their protectors and take audiometric tests. The training program may be structured in any
format, with different portions conducted by different individuals and at different times, as
long as the required topics are covered.
Record Keeping
Employers must keep noise exposure measurement records for 2 years and maintain
records of audiometric test results for the duration of the affected employee’s employment.
Audiometric test records must include the employee’s name and job classification, date,
examiner’s name, date of the last acoustic or exhaustive calibration, measurements of the
background sound pressure levels in audiometric test rooms, and the employee’s most
recent noise exposure measurement.
Beginning January 1,2003, employers are required to record work-related hearing loss
cases when an employee’s hearing test shows a marked decrease in overall hearing.
Employers will be able to make adjustments for hearing loss caused by aging, seek the
advice of a physician or licensed healthcare professional to determine if the loss is workrelated, and perform additional hearing tests to verify the persistence of the hearing loss.
Employee Notification
243
The employee shall notify each employee exposed at or above an 8-hour time-weighted
average of 85 decibels of the results of the monitoring.
Employers must notify employees within 21 days after the determination that their
audiometric test results show an STS.
Appendix H-1 (cont.)
Access to Information and Training Materials
The employer shall make available to affected employees or their representatives copies of
the standard and shall also post a copy in the workplace.
The employer shall provide to affected employees any informational materials pertaining to
the standard that are supplied to the employer by the Assistant Secretary.
The employer shall provide upon request, all materials related to the employer’s training
and education program pertaining to this standard to the Assistant Secretary and the
Director.
244
Appendix H-2
Sound Advice — Protect Your Ears in Noisy Work Environments
by Stacie Zoe Berg
Your job or training shouldn't cause you to lose your hearing. Yet for many people, such as
construction workers, farmers, mechanics and factory workers, years of exposure to excessive
noises on the job, has lead to permanent hearing loss.
“Work-related hearing loss is one of the most common occupational diseases in the United
States,” says Dr. Linda Rosenstock, director of the National Institute for Occupational Safety
and Health (NIOSH).
According to NIOSH, 30 million Americans are exposed to hazardous noise at work. This has
resulted in a permanent hearing loss for about 10 million workers. If you are one of these
people, you don't have to suffer hearing loss. Your supervisors can make changes to the
equipment to eliminate or reduce noise. In many cases you can adjust your work schedule and
job to avoid being around noisy equipment. Finally, when engineering or administrative controls
can't eliminate your exposure to hazardous noise, you can wear hearing protection devices,
such as earplugs or earmuffs.
Now hear this...
Loud noises can cause hearing loss by damaging the delicate hair cells in the inner ear. Most of
the time this damage happens gradually when prolonged exposure to loud sounds exhausts
these hair cells, says Dr. Mark Stephenson, NIOSH audiologist. As noise levels increase, the
tiny cilia at the top of the hair cells can be injured or broken off. Entire groups of these hair cells
can even be torn away. Hair cells don't repair themselves. So when enough hair cells are
damaged, a hearing loss results.
Sound is measured in decibels. A normal conversation takes place at about 60 decibels. A
woodshop noise level is about 100 decibels, and a chainsaw noise measures about 110
decibels, according to the National Institute on Deafness and Other Communication Disorders
(NIDCD). Prolonged exposure to noise above 85 decibels can cause hearing loss.
A short, intense sound—an explosion, for example— may cause immediate hearing loss. But
usually hearing loss occurs gradually after prolonged exposure to loud noise. It may occur so
gradually you may not even realize you are losing your hearing. Over time, sounds may simply
become muffled or distorted.
Tinnitus, a ringing or roaring sound, sometimes described as the sound of crickets in one or
both ears, can accompany both immediate and gradual hearing loss.
Tinnitus occurs when the damage to hair cells hasn't gotten to the point where they produce
nothing, says Don Morgan, Vice President of Clinical Research and Medical Affairs for Decibel
Instruments, a Fremont, Calif.-based hearing aid research and manufacturing company. Rather,
the hairs produce ongoing sounds because they are partially damaged. That is, they are
constantly stimulated because they are irritated. The brain perceives this constant irritation as
sound.
Hearing loss can be progressive if you continue exposing yourself to the same noise, Morgan
says. Today you may have a minor or moderate hearing loss, but after further exposure, the
245
loss may become more severe. However, once you stop the exposure, the hearing loss won't
get worse.
Appendix H-2 (cont.)
Muffle the Roar
The Occupational Safety and Health Administration (OSHA) requires employers to develop and
implement a noise monitoring program when "information indicates that any employee's
exposure may equal or exceed an 8-hour average exposure of 85 decibels." When this occurs,
OSHA requires employers to notify employees, to establish and maintain a hearing test
program, and to train workers how to prevent occupational hearing loss. When engineering
controls have not yet eliminated hazardous noise, OSHA also requires employers to provide
hearing protectors and ensure workers wear them.
Not every type of hearing protection is useful for every type of noise. Disposable foam earplugs
may be fine for some noise exposure while earmuff-type protection may be suitable for another.
But hearing protection doesn't work if you don't use it. According to a University of Michigan
study, construction workers said they wear earplugs or earmuffs between 36 to 61 percent of
the time when they are necessary. Not surprisingly, more than half believed they developed a
hearing loss.
To see if you may be in an environment that could cause hearing loss, ask yourself the following
questions:
Is the noise at my workplace so loud that I have to raise my voice
significantly for someone an arm's length away to hear me?
When I leave work and am in a quieter environment, do my ears feel
plugged? Or do I hear a mild ringing or whooshing noise that goes away
after an hour or two?
If you answer yes to either of these questions, take some sound advice: Get your hearing tested
and protect your ears.
246
Appendix H-3
Choose The Hearing Protection That's Right For You
- by Carol Merry Stephenson, Ph.D.
Expandable foam plugs
These plugs are made of a formable material designed to expand and conform to the shape of
each person's ear canal. Roll the expandable plugs into a thin, crease-free cylinder. Whether
you roll plugs with thumb and fingers or across your palm doesn't matter. What's critical is the
final result—a smooth tube thin enough so that about half the length will fit easily into your ear
canal. Some individuals, especially women with small ear canals, have difficulty rolling typical
plugs small enough to make them fit. A few manufacturers now offer a small size expandable
plug.
Pre-molded, reusable plugs
Pre-molded plugs are made from silicone, plastic or rubber and are manufactured as either
“one-size-fits-most” or are available in several sizes. Many pre-molded plugs are available in
sizes for small, medium or large ear canals.
A critical tip about pre-molded plugs is that a person may need a different size plug for each ear.
The plugs should seal the ear canal without being uncomfortable. This takes trial and error of
the various sizes. Directions for fitting each model of pre-molded plug may differ slightly
depending on how many flanges they have and how the tip is shaped. Insert this type of plug by
reaching over your head with one hand to pull up on your ear. Then use your other hand to
insert the plug with a gentle rocking motion until you have sealed the ear canal.
Advantages of pre-molded plugs are that they are relatively inexpensive, reusable, washable,
convenient to carry, and come in a variety of sizes. Nearly everyone can find a plug that will be
comfortable and effective. In dirty or dusty environments, you don't need to handle or roll the
tips.
Canal caps
Canal caps often resemble earplugs on a flexible plastic or metal band. The earplug tips of a
canal cap may be a formable or pre-molded material. Some have headbands that can be worn
over the head, behind the neck or under the chin. Newer models have jointed bands increasing
the ability to properly seal the earplug.
The main advantage canal caps offer is convenience. When it's quiet, employees can leave the
band hanging around their necks. They can quickly insert the plug tips when hazardous noise
starts again. Some people find the pressure from the bands uncomfortable. Not all canal caps
have tips that adequately block all types of noise. Generally, the canal caps tips that resemble
stand-alone earplugs seem to block the most noise.
Earmuffs
Earmuffs come in many models designed to fit most people. They work to block out noise by
completely covering the outer ear. Muffs can be "low profile" with small ear cups or large to hold
extra materials for use in extreme noise. Some muffs also include electronic components to help
users communicate or to block impulsive noises.
247
Appendix H-3 (cont.)
Workers who have heavy beards or sideburns or who wear glasses may find it difficult to get
good protection from earmuffs. The hair and the temples of the glasses break the seal that the
earmuff cushions make around the ear. For these workers, earplugs are best. Other potential
drawbacks of earmuffs are that some people feel they can be hot and heavy in some
environments.
Miscellaneous devices
Manufacturers are receptive to comments from hearing protection users. This has led to the
development of new devices that are hybrids of the traditional types of hearing protectors. See
NIOSH hearing protection information at (http://www.cdc.gov/niosh/topics/noise/hpcomp.html).
Because many people like the comfort of foam plugs, but don't want to roll them in dirty
environments, a plug is now available that is essentially a foam tip on a stem. You insert this
plug much like a pre-molded plug without rolling the foam.
Scientists are developing earmuffs using high-tech materials to reduce weight and bulk, but still
effectively block noise. On the horizon may be earplugs with built in two-way communication
capability.
Still, the best hearing protector is the one that is comfortable and convenient and that you will
wear every time you are in an environment with hazardous noise.
248
Appendix I
U.S. Department of Labor (DOL)
Employment Standards Administration/Wage and Hour Division
The Employment Standards Administration (ESA) defines and address fair labor standards,
minimum hourly wages for agriculture and non-agriculture workers, prohibitions to hazardous
work for minors, maximum hours of employment for students during the school year and off
school. Child Labor rules and regulations for young workers under age 18 are issued and
governed by the Wage and Hour Division (http://www.dol.gov/esa/whd) which is under ESA and
U.S. DOL. Student-workers depending on their age are limited to the number of working hours,
and are prohibited from working at certain types of hazardous jobs (Hazardous Orders)
(http://youthrules.dol.gov). Additional restrictions to working hours and type of jobs may be
imposed by individual States (http://youthrules.dol.gov/state/htm). Students enrolled in a career
school, apprenticeship, or other student-learner programs may be exempt from some
Hazardous Orders.
What Hours Can Youth Work?
If you are 14 or 15, you can work . . .
Outside school hours
After 7 a.m. and until 7 p.m.
Except from June 1 through Labor Day, when you can work until 9 p.m.
You can work no more than:




3 hours on a school day,
18 hours in a school week,
8 hours on a non-school day, and
40 hours in non-school week.
If you are 16 or older, you can work . . .
Any day, any time of day, and for any number of hours. There are no restrictions on the work
hours of youth age 16 or older.
Different rules apply to farms, and individual States may have stricter rules.
What Jobs Can Youth Do?
When You are 13 or Younger . . .
You can deliver newspapers.
You can work as a baby-sitter.
You can work as an actor or performer in motion pictures, television, theater or radio.
You can work in a business solely owned or operated by your parents.
You can work on a farm owned or operated by your parents.
249
Appendix I (cont.)
It is important to note that parents are prohibited from employing their children in manufacturing,
mining, or any other occupation declared hazardous by the U. S Secretary of Labor. See section
below, “Hazardous Occupations” for a complete listing of hazardous equipment/conditions or
business types which may not employ young people under the age of 18 years old.
When You Turn 14 . . .
In addition to those jobs mentioned in the section “When you are 13 or younger…”, you may
also work in an:







office;
grocery store;
*retail store;
*restaurant;
movie theater;
baseball park; or
*gasoline service station.
*See discussions on next page that describes some restrictions in job duties for 14 & 15 year
olds employed in these kinds of establishments.
Remember, a young person under 18 years old may not work in the jobs or occupations
declared hazardous (listed in next section) by the U.S. Secretary of Labor.
When You Turn 16 . . .
You can work in any job or occupation that has not been declared hazardous by the Secretary
of Labor.
When You Turn 18 . . .
You can work any job for any number of hours. The child labor rules no longer apply to you.
Different rules apply to farms, and individual States may have stricter rules.
Prohibited Occupations for Non-Agricultural Employees
The Child Labor Laws that apply to non-agricultural employment depend on the age of the
young worker and the kind of job to be performed. The minimum age for non-agricultural
employment covered by the FLSA is 14 years old. In addition to restrictions on hours, the
Secretary of Labor has found that certain jobs are too hazardous for anyone under 18 years of
age to perform. There are additional restrictions on where and in what jobs 14-and 15-year–olds
can work. These rules must be followed unless one of the FLSA’s Child Labor exemptions
apply.
250
Appendix I (cont.)



A youth 18 years or older may perform any job, whether hazardous or not.
A youth 16 or 17 years old may perform any non-hazardous job. (See the list of
hazardous occupations below.)
A youth 14 or 15 years old may not work in the manufacturing or mining industries,
or in any hazardous job. (See the list of hazardous occupations below.) In addition, a
14- or 15-year-old may not work in the following occupations:
 communications or public utilities jobs;
 construction or repair jobs;
 driving a motor vehicle or helping a driver;
 manufacturing and mining occupations;
 power-driven machinery or hoisting apparatus other than typical office machines;
 processing occupations;
 public messenger jobs;
 transporting of persons or property;
 workrooms where products are manufactured, mined or processed;
 warehousing and storage.
A 14- or 15-year-old may work in retail stores, food service establishments and gasoline
service stations. However, 14- or 15-year-old may not perform the following jobs in the retail
and service industries:










baking;
boiler or engine room work, whether in or about;
cooking, except at soda fountains, lunch counters, snack bars, and cafeteria serving
counters;
freezers or meat coolers work;
loading or unloading goods on or off trucks, railcars or conveyors;
meat processing area work;
maintenance or repair of a building or its equipment;
operating, setting up, adjusting, cleaning, oiling, or repairing power-driven food
slicers, grinders, choppers or cutter and bakery mixers;
outside window washing, or work standing on a windowsill, ladder, scaffold or similar
equipment;
warehouse work, except office and clerical work.
The jobs a 14- or 15-year old may do in the retail and service industries include:





bagging and carrying out customer’s orders;
cashiering, selling, modeling, art work, advertising, window trimming, or comparative
shopping;
cleaning fruits and vegetables;
clean-up work and grounds maintenance – The young worker may use vacuums and
floor waxers, but he or she cannot use power-driven mowers, cutters, and trimmers;
delivery work by foot, bicycle, or public transportation;
251
Appendix I (cont.)

kitchen and other work in preparing and serving food and drinks, but not cooking or
baking (see hazardous jobs);
office and clerical work;
pricing and tagging goods, assembling orders, packing, or shelving;
Pumping gas, cleaning and polishing cars and trucks (but the young worker cannot
repair cars, use garage lifting rack, or work in pits);
Wrapping, weighing, pricing, stocking any goods as long as the young worker does
not work where meat is being prepared and does not work in freezers or meat
coolers.




HAZARDOUS OCCUPATIONS
The minimum age for employment in non-agricultural occupations declared hazardous by the
Secretary of Labor is 18 years old. The rules prohibiting working in Hazardous Occupations
(HO) apply either on an industry basis, or on an occupational basis, no matter what industry the
job is in. Parents employing their own children are subject to these same rules. Some of these
hazardous occupations have definitive exemptions. In addition, limited apprentice/studentlearner exemptions apply to those occupations marked with an *.
Appendix Q (cont.)
These rules prohibit work in, or with the following:
HO #1
HO #2
HO #3
HO #4
HO #5
HO #6
HO #7
HO #8
HO #9
HO #10
HO #11
HO #12
HO #13
HO #14
HO #15
HO #16
*
*
*
*
*
*
HO #17 *
Manufacturing and storing of explosives.
Driving a motor vehicle and being an outside helper on a motor vehicle.
Coal mining.
Logging and saw milling.
Power-driven woodworking machines.
Exposure to radioactive substances.
Power-driven hoisting apparatus.
Power-driven metal-forming, punching, and shearing machines.
Mining, other than coal mining.
Meat packing or processing (including the use of power-driven meat slicing machines.
Power-driven bakery machines.
Power-driven paper-product machines.
Manufacturing brick, tile, and related products.
Power-driven circular saws, band saws, and guillotine shears.
Wrecking, demolition, and ship breaking operations.
Roofing operations.
Excavation operations.
The Work Experience and Career Exploration Program (WECEP) offers exceptions to the child
labor regulations that permit 14- and 15-year-olds to be employed in otherwise prohibited
circumstances. WECEP is designed to provide a carefully planned work experience and career
exploration program for students who can benefit from a career-oriented education. WECEP,
among other things, is aimed at helping youths who are at-risk for leaving school to become
motivated to continue their education and to prepare them for the world of work.
252
Appendix I (cont.)
WECEP permits the employment of 14- and 15-year-old youth during school hours and for up to
23 hours per week when school is in session. These rules are more lenient than those permitted
by the Fair Labor Standards Act for other similar aged youth not enrolled in WECEP. WECEP
also permits variances, on a limited basis, from certain child labor hazardous occupation
standards. These variances are approved by the Wage and Hour Administrator on a case-bycase basis.
Any state level department of education interested in participating in the program should submit
an application to the Wage and Hour Administrator, U.S. Department of Labor, Room S3502,
200 Constitution Avenue N.W., Washington, D.C. 20210. Authorization to operate a WECEP is
granted to the state, not individual school districts. The criteria used in consideration of
applications are contained in the child labor regulations. A WECEP must include all the
academic courses required by the state for graduation as well as instruction in job-related skills
and career development.
253
Appendix J
ENROLLED
Regular Session, 2003
ACT NO. 671
HOUSE BILL NO. 1643
BY REPRESENTATIVE GUILLORY
AN ACT
To amend and reenact R.S. 23:151, 182, 183, 188, and 215 and to repeal R.S. 23:189, relative to the
employment of minors; to repeal certain exemptions from application of current statutory
provisions; to delete references to work permits; to require electronic filing of applications for
employment certificates; to repeal the requirement for a duplicate filing with the secretary; to
adjust work hours during which minors can work; to repeal the requirement for different colored
certificates issued based upon age of the applicant; and to provide for related matters.
Be it enacted by the Legislature of Louisiana:
Section 1. R.S. 23:151, 182, 183, 188, and 215 are hereby amended and reenacted to read as
follows:
§ 151. Application of provisions
The provisions of this Part shall not apply to minors employed in agriculture, domestic
services in private homes, or employment or training related to the curriculum while attending a
business or vocational-technical school approved by the State Board of Elementary and
Secondary Education or the Advisory Commission on Proprietary Schools which would include
minors engaged in on-the-job training under the supervision of the same employer during
summer vacation and those minors who have successfully completed such an accredited or
approved program, nor shall they be construed as conflicting with any laws requiring minors to
attend school. Relief from the disabilities which attach to minority shall not defeat the protections
extended by this Chapter to persons under the age of eighteen.
*
*
*
Page 1 of 3
CODING: Words in struck through type are deletions from existing laws; words underscored are additions.
254
Appendix J (cont.)
H.B. No. 1643
ENROLLED
§ 182. Employers to keep records
Every person employing minors shall procure and keep on file an employment certificate
or work permit for each minor, except for those minors employed in approved federally funded
youth training programs. Such certificate or work permit shall be accessible on the job site, or in
the immediate area of the work location, at all times to any officer charged with the enforcement
of the provisions of this Chapter.
§ 183. Persons authorized to issue
Employment certificates shall be provided in triplicate issued by the parish or city school
superintendent or by his or her designed representative, whose name shall be submitted in
writing for approval to the assistant secretary of the office of regulatory services of the
Department of Labor. After January 1, 2004, in connection with the issuance of any employment
certificate, the superintendent or his designee must completely fill out and electronically submit
the Employment Certificate Interactive Form located on the Department of Labor’s website. The
employment certificate shall be printed online from the website from the information that has been
entered onto the department’s employment certificate database. The original employment
certificate shall be signed by the minor and the issuing authority and presented to the minor for
delivery to his or her employer.
*
*
*
§ 188. Filing copy with secretary; records Records kept by issuing authority
A duplicate copy of each certificate issued shall be filed with the secretary within one
week after issuance, and one A copy of each employment certificate shall be retained in the office
in the issuing authority together with the papers required to be submitted by the applicants under
R.S. 23:184. The issuing authority shall also keep a record of all applications denied.
*
*
*
§ 215. Minors: minors under sixteen; prohibited hours; maximum work week
A. No minor under sixteen years of age shall be employed, or permitted, or suffered to
work before seven o’clock in the morning or after seven o’clock at night, or after nine o’clock at
night during the period from June first through Labor Day who has not graduated from high school
shall be employed, or permitted, or suffered to work after 10:00 p.m. on nay day prior to a day
during which school is in session, or after midnight on any day prior to a day which school is not
in session.
B. No minor under sixteen years of age shall be employed or permitted to work in, about,
or in connection with any gainful occupation, more than forty hours in any one week who has not
graduated from high school shall be employed, or permitted, or suffered to work before 7:00 a.m.
No minor under sixteen years of age who has not graduated from high school shall be employed,
or permitted, or suffered to work after 7:00 p.m. on any day prior to a day during which school is
in session, or after 9:00 p.m. on any day prior to a day during which school is not in session.
Page 2 of 3
Appendix J (cont.)
CODING: Words in struck through type are deletions from existing laws; words underscored are additions.
255
H.B. No. 1643
ENROLLED
C. No minor under sixteen years of age who has not graduated from high school shall be
employed, or permitted, or suffered to work in, about, or in connection with any occupation, more
than forty hours in any one week.
D. For purposes of this Subsection, a day during which school is in session will be that
designated as such by the local school superintendent for the school district in which the minor
resides.
Section 2. R.S. 23:189 is hereby repealed in its entirety.
Section 3. This Act shall become effective upon signature by the governor, or if not signed by the
governor, upon expiration of the time for bills to become law without signature by the governor, as
provided by Article III, Section 18 of the Constitution of Louisiana. If vetoed by the governor and
subsequently approved by the legislature, this Act shall become effective on the day following
such approval.
SPEAKER OF THE HOUSE OF REPRESENTATIVES
PRESIDENT OF THE SENATE
GOVERNOR OF THE STATE OF LOUISIANA
APPROVED:
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CODING: Words in struck through type are deletions from existing laws; words underscored are additions.
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Appendix K
Material Safety Data Sheets (MSDSs)
Material Safety Data Sheets (MSDSs) provide essential information to be able to work safely
with and around hazardous chemicals. Each MSDS is a summary of the various physical and
chemical characteristics of a single chemical. Each chemical has its own MSDS.
To use an MSDS, however, one must be familiar with the contents and terms found on the
document. The National Institute for Occupational Safety and Health (NIOSH) has established a
very useful website which contains helpful information on the use of MSDSs, and also has links
to numerous other useful websites.
This information is found at: www.cdc.gov/niosh/topics/chemical-safety
Once at the above-mentioned site, scroll down to “Material Safety Data Sheets.” There
information will be found on Regulatory Information-Occupational Safety and Health
Administration (OSHA), and MSDS Resources.
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