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DRAFT MODEL TRAINING PROGRAM FOR
HAZARD COMMUNICATION U.S. Department of Labor Occupational Safety and Health Administration TABLE OF CONTENTS OVERVIEW
OVERVIEW This document is designed to help employers provide effective training to employees who are exposed to hazardous chemicals, as required by the Occupational Safety and Health Administration's (OSHA) Hazard Communication Standard (HCS). Effective training is vital to understanding the information provided on chemical container labels and material safety data sheets, and applying that information in the workplace to protect against chemical hazards. The document is composed of three sections. First, an introduction provides a brief explanation of the training requirements of the HCS, and how the Model Training Program is designed to assist in meeting those requirements. Second is a section providing guidance for site-specific training. OSHA recognizes that the training needs and resources available to employers can vary considerably. This section is intended to assist employers in tailoring training to the circumstances found in their workplace. In the third section, general elements common to all HCS training programs are covered, along with several categories of chemical hazards. This section presents an approach to providing training using a series of lesson plans, slides, and quizzes. These lesson plans, slides, and quizzes are provided in appendices. Employers are encouraged to adapt this generic information to their workplaces. Additional appendices provide a glossary of commonly used terms and references that can provide additional information. This guidance document provides a description of a suggested approach to training employees about chemical hazards. OSHA recognizes that many employers may not have the need for as comprehensive a training program as would result from implementation of all of the elements presented in the Model Training Program. The Agency hopes that such employers will find the portions of the Model Training Program that apply to their workplace to be useful. This document is advisory in nature and informational in content. It does not alter or determine compliance responsibilities, which are set forth in the Hazard Communication Standard (29 CFR 1910.1200) and in the Occupational Safety and Health Act. Moreover, because interpretations and enforcement policy may change over time, the reader should consult current administrative interpretations and decisions by the Occupational Safety and Health Review Commission and the courts for additional guidance on OSHA compliance requirements. Material contained in this publication is in the public domain and may be reproduced, fully or partially, without permission of the Federal Government. Source credit is requested but not required. I. INTRODUCTION A. Why do we need a Model Training Program? The Occupational Safety and Health Administration's (OSHA) Hazard Communication Standard (HCS) is designed to protect against chemical source illnesses and injuries by ensuring that employers and employees are provided with sufficient information to recognize chemical hazards and take appropriate protective measures. Employers are required to provide this information through comprehensive chemical hazard communication programs that include material safety data sheets (MSDSs), labels, and worker training. Employers may find it challenging to institute and maintain effective hazard communication training, either because of a lack of understanding of what kind of training is required, or because of a lack of knowledge on how to conduct effective training. This Model Training Program has been developed to help employers comply with the training requirements of the HCS. I. What are the training requirements of the HCS? We will look first at the overall purpose of the training program, and then at an explanation of the specific requirements. 1. Purpose of the Training Program The purpose of hazard communication training is to explain and reinforce the information presented to employees through the written mediums of labels and material safety data sheets, and to apply this information in their workplace. Labels and material safety data sheets will only be successful when employees understand the information presented and are aware of the actions to be taken to avoid or minimize exposure, and thus the occurrence of adverse effects. Training helps to integrate and classify the many pieces of information that relate to chemical hazard communication. In a typical workplace, a worker may be confronted with posted hazard warnings, signs, tags, incoming labels, workplace labels, material safety data sheets (MSDSs), manuals explaining the company hazard communication program, lists of chemicals, and information furnished by the union. This wide variety of communications will differ in format, content and reading level. These differences can obscure the important hazard communication message. Training can reduce this background "noise" by presenting the necessary information in a structured and logical manner. Training sessions serve another important purpose - they provide a forum for employees to share their health and safety concerns, and to obtain answers from managers and occupational health and safety professionals. Employees can also share their ideas and job experiences - they often have acquired real expertise in dealing with potentially hazardous situations. 2. Specific Requirements Paragraph (h) of the HCS addresses employee information and training. The requirements reflect the overall purpose of the standard. Some key words and phrases have been underlined: a. First, employers should provide employees with effective information and training on hazardous chemicals in their work area at the time of their initial assignment, and whenever a new physical or health hazard that employees have not been previously trained about is introduced into their work area. Information and training may be designed to cover categories of hazards (such as flammability or carcinogenicity) or specific chemicals. Chemical-specific information must always be available through labels and material safety data sheets. b. Second, employees shall be informed of:
Let's look at the underlined words in turn. Effective means that the information and training program must work. Employees must carry the knowledge from the training into their daily jobs. For example, if asked, they should know where hazardous chemicals are present in their work area, and should also know how to protect themselves. In their work area means just what it says. The information and training must be specific to each work area. You can't stop at training about general hazards found in work areas; you have to address the potential hazards that employees are actually going to encounter. Time of initial assignment. This means that new employees must be informed and trained before going on the job, so that they are not faced with unknown hazards. New physical or health hazard. Sometimes new hazardous chemicals are introduced into the workplace, and sometimes employees are assigned to new jobs that involve potential exposure to new hazards. Either way, no employee should be in the position of encountering unfamiliar or unknown hazards. Categories of hazards. OSHA is aware that many workplaces contain so many different chemicals that it would be difficult and confusing to attempt to train employees about each one separately. Fortunately, many chemicals fall into categories, such as flammables or acids and bases. In these instances, it is not only acceptable but also more effective to discuss the hazards of the category as a whole. If individual chemicals within a category present a special safety or health hazard, these unique properties must be pointed out. Specific chemicals are those that don't belong in a category or should be singled out for some other reason. For example, they may present a special hazard, or be represented in great quantity in the workplace. Chemical-specific information must always be available through labels and material safety data sheets. Whether categories or any other training method is selected, labels and MSDSs must always be available and accessible to employees at all times. Informed. Providing information is not quite the same as training, but we have included both under the general term "training" in this Model Training Program. It means that employees must know what the standard means and where things are kept. Information can be furnished with the help of signs, notices, handouts, or other means. Whatever information measures are chosen, however, they must be effective. For example, employees should be able to tell you where the written program is housed, and also to locate the material safety data sheet collection. Requirements of this section are simply the requirements of the HCS. It is a good idea here to inform the employees about the rights and responsibilities of the employer as well as the employee. Operations in their work area. This phrase points again to the need to be specific in the information and training program. Generalities about operations that have no relevance to these specific employees are not sufficient. Location and availability must again be specific. For example, the written hazard communication program may be kept in Building A or in the supervisor's office, where it must be available at all times. Employees should know exactly where it is and how to gain access. Training. This term covers anything that is done to impart new knowledge or skills or to refresh employees' memories on previously learned knowledge or skills. It can best be imagined as bridging the gap between what employees know now and what they have to know to identify hazards and protect themselves against them. Many different training methods and media can be used to achieve this goal. Methods and observations mean any active or passive means that can be used to detect the presence or release of a hazardous chemical. For example, some chemicals such as chlorine can be detected by their odor, color or other unique properties. Physical and health hazards. These terms apply only to the physical and health hazards of chemicals. A physical hazard is associated with a chemical that is a combustible liquid, a compressed gas, explosive, flammable, an organic peroxide, an oxidizer, pyrophoric, unstable or water-reactive. All these can harm as a result of physical reaction. Health hazard means that exposure to the chemical can cause acute or chronic health effects. Examples are carcinogens and eye irritants. Measures employees can take to protect themselves. These can include any control, including everything from learning the meaning of emergency signals to observing "No Entry" areas or selecting the correct personal protective equipment. Details of the hazard communication program. This allows employees to learn what label statements mean, what information can be found in the material safety data sheet, and how to find out if a chemical presents a potential hazard. The HCS contains further definitions in Paragraph (c). D. What are some common problems encountered with training? In the brief definition above, we said that to be effective, training must " work." Training sometimes does not work, for the following reasons:
E. What is in the Model Training Program, and how can it help me? This Model Training Program is designed to help provide effective hazard communication training. In Section II we address the issue of effective and site-specific training. We have developed Guidance for Site-Specific Training, which follow and expand upon guidance that has been provided in OSHA's Voluntary Training Guidelines (OSHA 2254). Included are the steps that lead to an effective program, as well as a discussion about how to assist employees who lack basic skills. Using the guidance, you can develop and administer hazard communication training programs that are specific to your own workplace. In Section III, we identify training components that are not site-specific and apply to all employees. These are topics that are "portable" - they can stay with an employee when he or she goes from one work site to another. We have made these topics into training "modules." They are self-contained lesson plans that you can use or adapt, as you choose. The Lesson Plans include visual aids that you can modify to reflect your site-specific hazard communication program. The visual aids can be printed out as handouts, made into overhead transparencies, or projected as a pdf file on screen. Also included at the end of each Lesson Plan is a quiz that you can print out for distribution. The Lesson Plans, which we have called General Elements, can be incorporated into your overall program, as discussed in Section II. We have developed two kinds of General Elements. The first group covers topics that help employees to understand the HCS and the information that is communicated by MSDSs and labels. The second group covers four common chemical categories. Lastly, we have added some Appendices. These include a section on where to go for further help, and a glossary of terms. We hope that you will add your own ideas to the material supplied here. II. Guidance for Site-Specific Training A. What should I do first? It is often necessary to prioritize hazard communication information and training needs. If you are responsible for a simple operation, using only one or two hazardous chemicals, it is not too difficult to plan your HCS information and training program. This is particularly true if your employee turnover is low. Employers, however, often use many different chemicals in their operations, and frequently hire new employees or transfer existing employees to new jobs. It is then necessary to prioritize training activities. Prioritizing is easier if you do some homework first. Prioritizing Hazard Communication Training
OSHA's Voluntary Training Guidelines suggest that employees can assist in this process by providing, "in writing, and in their own words, descriptions of their jobs. These should include the tasks performed, and the tools, materials and equipment used." It is also helpful to observe "employees at the work site as they perform tasks, asking about the work, and recording answers." Let's look at a simple example: George Foster is in the process of starting up a small manufacturing business. He has obtained MSDSs from the suppliers of the 10 potentially hazardous chemicals involved in the process, and has compiled an inventory. All 20 employees are new to the job. There is no record of their ever having received previous hazard communication training. George's prioritization task is fairly easy:
B. How do I identify training needs? Once you have made some general plans about training priorities, it is important to zero in on specific training needs. You need to diagnose the training task, and figure what types of learning are pertinent for effective results. There are three areas to consider. We will call them Task Analysis, Population Considerations, and Resource Considerations. They involve the following kinds of questions:
a. Figuring who has to be trained about what. In the Voluntary Training Guidelines, OSHA suggests that a job analysis be developed by examining engineering data on new equipment or the material safety data sheets (MSDSs) on unfamiliar substances. Another suggested option is to conduct a Job Hazard Analysis (see OSHA 3071). This is a procedure for studying and recording each step of a job, identifying existing or potential hazards, and determining the best way to perform the job in order to reduce or eliminate the risks. Information obtained from a Job Hazard Analysis can be used to identify which employees will need to be trained and also can generate content for the training activity. For hazard communication training, however, the primary source of information is the MSDS, which spells out the type and extent of hazard for each chemical, in addition to all the measures that should be followed to protect employees and to deal with emergencies. Tying in the information on the MSDSs with a location by location inventory will show who has to be trained, and about what. Your job of determining the content of training is also made easier by the fact that all employees at potential risk from exposure to hazardous chemicals should receive training on the general elements, as described in the example of George Foster noted earlier. b. Deciding on learning outcomes. The second part of a task analysis is to look at the desired outcomes of training. We already have seen what the purpose and specific requirements are of the HCS. Now, you need to decide what types of learning output are appropriate. These decisions will have a major impact on the types of training methods and media you select, and also the cost. For example, do you want employees to know something, such as the location of the emergency shower, or do you want them to master some skill, such as donning a respirator? The training approach is quite different for these types of learning. The term "knowledge" itself covers several different levels of complexity of learning. Although the HCS requires that workers be trained concerning the chemical hazards in their workplace, it is unproductive to try to teach workers to memorize the meanings of terms such as "teratogen." It is much more efficient to communicate the risks in everyday terms and to provide a glossary for reference purposes. Different levels of knowledge and skills are: Recognition. The interpretation of warning signs is an example of a situation where the recognition level is appropriate. It would be foolish to require an employee to memorize all words on warning signs and to reproduce them, correctly spelled, in a quiz. It is better if the worker recognizes a sign saying DANGER and takes the appropriate action. The signs present images through the use of shapes, colors, and signal words that are meant to trigger certain actions, such as donning safety glasses. Training for recognition is simple to conduct once the purpose of the training is clearly identified. For training about signs, a discussion using color slides or a pamphlet containing pictures and explanations will be more effective than an elaborate chemistry or spelling program that misses the underlying purpose. Discrimination. Discrimination requires an employee to know what a thing is or is not in comparison with other objects or situations. For example, many work facilities have a system of emergency audible alarms or whistles that indicate situations ranging from emergency evacuation to listen for further direction. Each signal is meaningful only in the context of the others. Similarly, discrimination is required in selecting the correct personal protective equipment to protect against different kinds of hazards. For example, a supervisor needs to consider all possible choices before deciding that in a situation involving exposures to both dusts and organic vapors, which of several types of chemical cartridges for a respirator would be most appropriate. The training in these instances should present the range of choices and give practice at comparing or contrasting them. Job aids such as charts or tables in which the characteristics are listed or shown pictorially are useful tools in teaching discrimination. Understanding. Obviously, employees need to understand the HCS, the chemical hazards in the workplace, and the measures they and the employer should take to protect their health and safety. One of the biggest problems that employers have in implementing an HCS information and training program is their own understanding of this term. Some employers may incorrectly think, for example, that it means that they have to train workers to "understand" scientific terminology at the same level as a health professional. Some programs have attempted to teach employees to reproduce the origin and history of the MSDS, or to reproduce technical terms by rote memory. Such efforts are not only time-consuming and expensive - they are actually counterproductive. They bring unwanted "noise" to the true training goal. Instead of memorizing technical material, employees need to be able to recognize and understand the basics of important health and safety information. Reference guides and handouts are preferable to memorization in this context. In other contexts, and for other tasks, the need to "understand" might require a different type of training activity. For example, using the MSDS to identify the correct types of extinguishing agents to use on different types of fires might, on closer examination, be a simple discrimination task, such as those described above. When the desired learning outcomes are clearly defined, the appropriate training methods will also become clear. Skills. Skills training means that the employee has to "do" something rather than "know" something, although all skills training contains elements of knowledge. Skills training involves the actual performance, with guidance, of the target skill. It helps if the task is broken down into a series of steps, so that each step is mastered before the entire task is attempted. Skills are acquired most effectively if:
Assessment of the people to be trained is the second leg of the three-legged Training Needs Assessment stool. Training that is not appropriate to the characteristics of the employee population is always ineffective. Factors such as average age, educational level, and language difficulties will influence the way you do your training and the kinds of examples that you use. a. Age and length of service. An aging workforce can present special training challenges. The original training may have been conducted many years ago, and may not even be relevant today. Often, on-the-job training has consisted of watching an experienced worker perform the job, which may have resulted in picking up poor safety habits. On the other hand, experienced older workers are less likely to make mistakes made by new or newly assigned workers. They can be a resource to the trainer by giving good and bad examples of health and safety practices, and can be helpful in orienting new workers. They may be more comfortable with written manuals and instructions than younger workers who have grown up in the electronic age. Special concerns related to hearing loss or reduction of visual acuity may dictate a slightly different training approach. b. Educational level and language differences. Educational level, language differences and present level of job-specific knowledge will have a great impact upon the methods and media that you select for training. They should not act as barriers to effective communication about hazards. Trainers may encounter a range of educational levels. For example, if you are responsible for researchers in a laboratory, they tend to get bored and "turned off" by simple explanations of the HCS. On the other hand, many groups have limited reading and writing skills, or limited vocabularies due to language differences. Another common experience is to design a training program based on assumptions that employees lack knowledge, only to find that most of the employees already know most of the material. For an experienced group of workers, you may want to consider administering a "pre-quiz," using the quizzes that accompany each Lesson Plan. This way, you can establish their level of knowledge. You can thus avoid unnecessary duplication of training time and effort and focus in on the areas where they need help. The lesson learned from these experiences is to gather as much information as possible about the employee population before developing the training. Questions to be asked include:
Even the simplest training programs require some resources, in terms of time spent in training, availability of space, and materials. It is up to the manager or supervisor to come up with an HCS training program that is effective but uses resources efficiently. Major considerations are: a. Budget. Large companies usually have a budget assigned for training. Costs charged to this budget may include:
b. Location and shift work considerations. Most health and safety in the real world has to be planned and conducted in the face of many physical constraints. The type of location, the presence or absence of training facilities, and scheduling problems are all important factors. As a " worst case" situation, consider the job of a trainer whose employees are strung out in very small groups along a pipeline, or in small marketing operations. Or think of the logistical problems presented when workers are captive on offshore oil drilling platforms for one or two weeks at a time, and are allowed to go home to towns all over the country on their off-duty weeks. An entirely different scenario is seen in manufacturing operations, where many employees are doing similar jobs, and can be trained in groups. Shift work also presents logistical and scheduling problems; companies who have presented training at the end of a shift usually have experienced difficulties in maintaining focus and interest. These constraints have been overcome by ingenious planning. To return to the drilling platform example, oil companies have devised several strategies. One alternative has been to set up a regional or local training center, and to bring workers in from offshore for scheduled training. Another is to turn to techniques of individualized instruction, such as interactive video or other computer-assisted programs, self-paced paper-driven texts, or distance learning by satellite. Another option has been to appoint a traveling training coordinator who appears periodically to conduct all necessary training. Whatever the constraints, many employers have adapted their training program to fit the unique needs of their workplace, and have been able to offer effective HCS training to their employees. The three aspects of identifying training needs are summarized in the following checklist. You may want to expand on the checklist to reflect the characteristics of your own unique workplace. Identifying Training Needs
C. How do I prepare training goals and objectives? Hazard communication training programs, like any other activity, are more effective if planned in detail. On-target programs that focus on precise and measurable objectives will be successful in meeting the requirements of the standard; unplanned and unfocused programs will not. OSHA, in the Voluntary Training Guidelines, defines three elements of a learning objective:
The objective should describe the desired practice or skill and its observable behavior in sufficient detail to allow other qualified persons or trainers to recognize when the desired behavior has been exhibited. The practical advantage in an industrial situation is that standardized training of equal quality can be presented to all workers in many different locations. Learning objectives not only provide a road map and define what should be taught. They also act as a means of measurement that allows you to judge whether performance does, or does not, reach the desired goal. The more detailed the objectives, the easier it is for the trainer to "fine tune" the portions of the training that are not effective. Expensive retrofitting of entire programs can be avoided, and a consistent approach adopted by many different trainers. To familiarize you with learning objectives, ten are listed below. Some meet the three criteria of observable, measurable, and states conditions, and some do not. Remember that "understanding" or "knowing" are internal processes that cannot be measured. Observable action verbs such as "list" or "point to" are preferable. Can you think what is needed to improve the deficient objectives? Evaluating Learning Objectives
You may not have time to write very detailed objectives, but it will certainly pay off in terms of training effectiveness if you devote thought to exactly what you want employees to be able to do. You will also avoid the mistake of buying attractive audiovisual programs that do not meet the site-specific needs of your workplace. D. How do I put a program together? Once you know what the learning objectives are, you can plan learning activities. There are several characteristics of hazard communication training to keep in mind. All the trainees are adults, who have different training needs and preferences than children in an educational setting. Within the total group, there may be wide differences in education and job experience, as we discussed earlier. Because we want the knowledge and skills acquired in training to be transferred to the job situation, you need to consider the sequencing of training to match up with job activities as much as possible. You have to make decisions about methods and media, based on the training needs and resources that you have identified and the objectives that you have defined. Lastly, you must view training as a continuing process, rather than a "one-shot" deal, so that the safe work practices and hazard communication knowledge are maintained on the job. Let's look at each of these in turn. 1. Adult Learners. Unlike children in school, whose knowledge may not be needed or applied for many years, adults prefer and require training material that is directly relevant to their job and their workplace. For example, it would be inappropriate to give employees a long lecture on theories of toxicology - they want to hear what hazards and possible health effects they should personally be concerned about. They will quickly become "turned off" by teaching material that seems to have no application to them. We also know that adult learners like to be shown the "big picture" of training goals, before getting into specific details. An overview of the goals of the HCS and the company response will be helpful to their understanding of what is to follow. They also should be informed about the broad outlines of the training plan Adult learners often have a wealth of life and job experience behind them. They have much to offer to the training session, and an effective trainer will seek their active participation. For example, class members can give instances of "lessons learned" from their experiences of dealing with potentially hazardous chemicals. Useful items of information that emerge in the discussion can be included in future training sessions. In a question and answer session, concerns may be raised that lead to improvements in the hazard communication program or the health and safety program as a whole. Active participation and involvement by employees will help to ensure much better conformance to health and safety practices on the job. 2. Different Educational and Literacy Levels. The educational levels and reading ability of workers can vary greatly from workplace to workplace, and among workers at any given workplace. Many adults may have difficulty reading hazard communication information. In addition to the literacy issue, hazard communication training involves words and concepts that are not familiar to the average worker, and are often new to employers as well. The challenge for the trainer is to meet the goals of the HCS for people of all levels of education and literacy, even though some of the concepts are not simple. For example, some sections of the MSDS are intended principally for the information of a treating nurse or physician, while others are meaningful to the industrial hygienist or safety professional. It does not help that these documents are not yet in a common format, so that key information looks different and is sometimes located differently in MSDS from varied suppliers. Trainers have developed many ways to address these kinds of issues. Some examples are:
3. Sequencing of Training In combination with the prioritization issues that we have previously discussed, the sequence for hazard communication training usually goes as follows:
We know that training is most effective when it simulates the actual job as closely as possible. The closer the simulation, the easier it is for the worker to transfer knowledge and skills to the job. a. Sequencing training activities. It is therefore a good idea to arrange the objectives and training activities in a sequence that corresponds to the order in which the tasks are to be performed on the job. For example, if an employee is to learn the process of responding to a hazardous chemical leak or spill, a skill activity, the proper actions should be taught in the same order. Various training approaches, in order of descending effectiveness, are as follows:
b. Methods and media options. Selection of methods depends on the skills and/or knowledge that you are seeking as learning outcomes. Tasks that require group interaction or team response on the job require group-oriented learning activities such as team practice, role playing or small group problem-solving sessions. Tasks that require the individual acquisition of knowledge, such as learning to understand labels or MSDSs, can be taught to the group or by self-paced instruction, such as that provided by computer-assisted instruction. Whatever the method of instruction, the learning activities should be developed in such a way that the employees can clearly demonstrate that they have acquired the desired skills or knowledge. Within the constraints of available resources, selection of methods and media can include the use of:
A brief summary of the pros and cons of common methods and media follows: Methods and Media - Pros and Cons
c. Purchased programs. You may decide to purchase training programs to supplement your hazard communication training. If so, you should ask yourself the following questions:
Effective programs generally combine methods and media. Let's look at George Foster again. He has prioritized his hazard communication training activities, and knows who has to be trained about what. Since we saw him, he has assessed the training task, the characteristics of his employee population, and the resources available to him. He has prepared some simple learning objectives, and now has to make some decisions about methods and media. Once his decisions are made, he writes brief notes to himself to keep himself on track with each instructional session. His decisions are as follows:
e. Summary A table that summarizes the steps that lead to the selection of appropriate methods and media follows. Summary of Steps in Methods and Media Selection
E. How do I conduct the training? The following basic steps apply to the most common situation, where the trainer has limited time and resources, as well as to situations where high technology solutions are available. The first major activity involved in conducting training is preparation, which is essential to effective training. This includes the general preparation you need to make decisions about such things as the layout of the training room and the elimination of distractions, to the preparation of equipment and written materials. Following preparation, there are several steps involved in actually conducting the training. 1. General Preparation. The general preparation factors that should be considered for training that will take place in a classroom setting are:
Everyone who has conducted training has had the experience of having to deal with burned-out bulbs, a shortage of electrical outlets, and other unplanned training "glitches." These unpleasant experiences can be minimized by the use of a good checklist. Following is a suggested training room checklist. Training Room Checklist
3. Conducting Training. How you conduct training will, of course, depend upon the initial assessment of needs and the population and resource considerations that you have identified. Most hazard communication training will be addressed to issues specific to each workplace and will be conducted at the local level with small groups of employees. Time is usually available only in "chunks" of not more than 40 minutes, or the time normally devoted to a regular safety meeting. In any circumstances, the four activities involved in conducting training are overview, presentation, application, and practice or review. a. Overview. The overview is important to the adult learner. It should be designed to present the big picture into which the hazard communication training fits, and to present needed information to bring all trainees up to speed on your hazard communication program as a whole. For example, in introducing a session on methods and observations for detecting hazardous conditions, the instructor might spend a few minutes describing how this segment of training fits into the company hazard communication program as a whole. The overview should also emphasize the importance and relevance of the material to be discussed. It should place the session in relation to past and future sessions and state clearly the expected learning outcomes. Examples related to the job experience of the employees will reinforce the message that the hazard communication training is job-related and important. Approximately 10% of the time available for short training sessions should be devoted to the overview. b. Presentation. When presenting material, it is best to start with known or simple information and proceed to the more complex facts. This should be done in small steps. Each step in the process should relate to the whole picture as well as to the other steps. Key points should be emphasized and demonstrations and visual aids used as appropriate. Active participation should also be encouraged and praised by the instructor. As stated in the OSHA Voluntary Training Guidelines, "Employees can become involved in the training process by participating in discussions, asking questions, contributing their knowledge and expertise, learning through hands-on experience, and through role-playing exercises." Using a variety of methods and media will also help employees retain information. c. Application The application step, most clearly defined in skills learning, gives the learner the opportunity to perform the skills in a supervised situation. For example, in a session on reporting on a leak or spill, the instructor's live demonstration of following a sequence of actions would be followed by an opportunity for the trainees to perform the sequence in the correct order. Another type of application exercise is to divide the class into small groups and to assign hazard communication -related problems for the groups to solve. Solutions to the problems should be based on the experience of the employees as well as on the material presented in the class. Errors can be checked and corrected and positive responses developed and praised in this context. Encouraging and positive comments by the instructor will spur the employees on to mastery of the knowledge or skill. Application activities relate the classroom instruction to the job and actively involve the employees in the acquisition of new knowledge and skills, as recommended by the Training Guidelines. d. Review and practice. Unlike a school setting, where there are study periods, instruction in the workplace does not give employees time to review their notes or assimilate what they have learned. Generally, they leave the training session and go straight back to work. This means that the instructor has to build in the review throughout the instructional sequence. If there are 5 major instructional objectives, for example, review is needed following each of the five course segments, as well as at the end. This is particularly critical in hazard communication training, which may contain many unfamiliar words and concepts. Cumulative review is necessary if the objectives represent building blocks that lead towards the desired new knowledge or skills. For example, if the idea of adverse health effects resulting from overexposure to a hazardous chemical is built on knowledge of routes of entry and acute versus chronic effects, review items should not be independent of each other. They should include the earlier concepts and show how they relate. Some ways to use review to help cement in new knowledge and to relate it to previously learned material are:
Many instructors think that they are through with their hazard communication training when they are finished with the training sessions. However, it is extremely important to gain an idea of whether the program is effective. It is more important where the HCS is concerned than for any other standard, since it is a "performance" standard. Program effectiveness is judged by whether it achieves its objectives and actually works. The information that you will gain from evaluation will be very useful, since you will be able to make changes that continually improve the effectiveness of the training. As a simple example of an easy-to-measure objective, either the employees will know where the emergency shower is, or they will not. Similarly, either employees will be able to follow correct evacuation procedures or they will not, and either they will be able to locate important information on the MSDS or they will not. Without an evaluation, you cannot know if training has been successful or has been completely off-target, nor will you know how to correct any problems. Generally, evaluations are either formative or summative. Formative evaluations measure success during or immediately following training development and implementation; they tell the instructor what needs to be done immediately to improve the training. Summative evaluations measure whether the knowledge or skills have transferred to the job and other long-term results. Questions answered by evaluations include:
1. Participant Satisfaction (formative). The participant satisfaction type of evaluation, such as opinion ratings of the training, is subjective. It is the easiest to conduct, but does not tell you what learning has occurred. It can, however, yield important information. Questions on the appropriateness of the training materials, the time taken to cover certain points, or the distractions of noise around the training room can reveal surprising answers and unanticipated problems. For example, if employees rate your presentation on chronic health effects as "too fast" or "too difficult to understand," another simpler approach emphasizing only the key points should be considered, or more time allocated. 2. Learning Outcomes (formative). True/false tests and other quizzes are typical of the kind of measures that are given immediately following the training. They reveal how well employees have learned principles, skills, and other information. The test items are based on the learning objectives that were initially defined. For example, the objective "Given an MSDS, worker will point with 100% accuracy to the location of the safe handling precautions" would be turned into the test item: "Point to the safe handling information on this MSDS." Methods for measuring learning outcomes include paper and pencil or oral test items, job simulations, or any other activity that directly reflects the learning objectives. It is important to note that the items do not measure the learning abilities, or lack of abilities, of the employees. They measure the effectiveness of the program and the skill of the instructor. They are used only to upgrade and improve the program. This point should be emphasized to employees, who may feel that poor performance on a quiz will somehow affect promotional opportunities. 3. Attitude Changes (summative). Attitude changes are generally measured by questions, surveys, interviews and observations. If the hazard communication training has been cooperative and encouraging, so that employees feel that the training has been a useful and positive experience, changes may be seen in their willingness to apply the new knowledge and skills on the job. Poor communication or discouragement of employee involvement in the hazard communication program may result in negative feelings and attitudes. Employee attitudes - their feelings about their job, their supervisor, and their workplace - directly affect behavior and can have a significant effect on performance. In turn, positive changes in behavior, such as the outcomes of effective instruction on working safely around hazardous chemicals, will result in more positive attitudes. 4. Job Performance Changes (summative). Evaluations of job performance changes attempt to determine whether the employee has transferred new knowledge or skills acquired in the classroom to the work setting. This is important for all health and safety training, including hazard communication, since the goal is to have zero errors on the job. Methods include: observations of work practices; analysis of usage of required equipment, such as PPE; measurable results of specific training objectives; review of safety records before and after training; and comments from employees and supervisors describing significant changes in hazard communication-related behaviors. 5. Accomplishment of Organizational Goals (summative). Although the primary goal of all health and safety training is protection of the worker, it is generally recognized that the organization also benefits greatly when the employees are knowledgeable about potential hazards in the workplace and have learned to work safely. Since every illness and injury has a direct effect on productivity and profitability, a reduction in such illnesses will have a significant effect. For example, the financial consequences of an acute overexposure of several employees to a toxic substance, or of chronic ill-health resulting from long-term repeated exposures, can be extremely severe. Achievement of organizational goals generally, or hazard communication goals in particular, is not easily attributable to training alone. However, as a key component of a successful hazard communication program, training should be given credit for much of the achievement. G. What do I do with evaluation results? 1. Using Evaluation Results to Improve the Training. A good evaluation will show exactly how your hazard communication training program needs to be improved. It will be clear that either the desired knowledge and skills have been achieved, or they have not. If some of the learning objectives have not been satisfied, the program must be revised and improved until they are achieved. Typically, you will be able to identify " weak spots" by the failure of most of the employees to answer correctly in a quiz. Sometimes, you will get feedback from participants' comments that will surprise you; concepts that are familiar to you may have been confusing to the employees. If the steps in the training process have been followed systematically, it is relatively simple to retrace the route to identify where improvements are needed. A common mistake is to add more elaborate explanations where weak spots have been found, in an attempt to correct shortcomings in the program. Often, the deficiency is due to a lack of clarity rather than a shortage of explanation. Instead of adding more details and possibly increasing the confusion, the solution may be to restructure and simplify the materials, or link them in a more solid way to previously-taught concepts. Some initial objectives may have to be reexamined because they do not contribute to the goal of protecting employees. For example, the objective of teaching employees to spell terms such as "mutagenicity" may be redundant to the goal of training them to avoid contact with certain chemicals that are suspected mutagens. Another common error is to retain material in the course that is already known to employees because it has been covered in other training, and therefore could be omitted or simply linked to the prior training as a refresher item. It is tempting to consider the hazard communication training as finished once your evaluation shows that it is effective. This is particularly true when a standard such as the HCS contains no specific requirement for retraining. However, the HCS, as a performance standard, requires that training be effective - all the time. Apart from the natural process of forgetting, changes in workplace procedures and practices and the introduction of new chemicals make it vital to maintain the training as a dynamic and ongoing process. Training should be reinforced constantly with reminders by supervisory personnel and with brief reviews during regularly-scheduled safety meetings, posters, hard-hat decals, handouts, and other methods. The knowledge and skills taught in the classroom should become habitual components of standard work practices. Let's return to George Foster, who has now done his hazard communication training, following the plan outlined earlier. George gathered participants' comments on the training, and also administered a simple hazard communication quiz, and found the following:
2. Retraining Issues. The HCS, as a performance standard, has no specific retraining requirement. However, the name "performance" means that you should retrain when you find that employees are no longer retaining their hazard communication knowledge and skills. You may find that you need to retrain frequently to maintain the effectiveness of the program. Retraining needs are often misunderstood - some employers think that they have to repeat the entire hazard communication training program. This may not be the case. Your evaluation results will be helpful in determining exactly how much retraining is needed. If you can document through evaluation measures that some or most knowledge and skill concepts have been retained, then there is no need to repeat those parts of the hazard communication training program. For example, if employees can tell you where the hazard communication written program is located, there is no need to repeat the information. Similarly, if they can satisfy your objectives that they know "methods and observations" that may be used to detect the presence or release of a hazardous chemical in the work area, there is no need to repeat the training program. This means that you have to keep following up on, and documenting, the effectiveness of the training program by observing employees on the job and reminding them about what they have learned. 3. Documentation. The issue of retraining leads directly to the importance of documentation. Although documentation of training is not required under the HCS, it can be very useful for assuring that all employees receive the training they need. Let's look again at George Foster and the hazard communication training that he has implemented at his facility. Although he did not use sophisticated training methods and media, it is apparent that he devoted considerable time and resources to developing, presenting, evaluating, and improving the training. At a minimum, George should document:
H. Summary In this section of the Model Training Program, we have described the steps that will assist you in developing and implementing an effective hazard communication training program at your facility. The steps are:
III. GENERAL ELEMENTS A. Introduction In the previous section, we explained how to develop and run an effective hazard communication training program. In this section, you will find a series of instructor Lesson Plans. You saw with the example of George Foster how the plans can be incorporated into your overall hazard communication training program. They are generic, and you will probably want to adapt them to reflect the details of your workplace and your hazard communication program. The first four Lesson Plans cover topics that are common to all employees who fall under the HCS. The information is "portable," and can be carried from one work site where there are hazardous chemicals to any other. The remainder deal with categories of chemicals. Under the HCS, you are allowed to instruct about categories, such as flammables, as long as you communicate about any uniquely hazardous properties of chemicals within the category. These Lesson Plans should be useful if you have groups of employees who are potentially exposed to several flammables or several chemicals in the other categories. The four chemical categories represent one way of grouping chemical hazards; you may prefer another. "Toxic Chemicals," the last category, represents any substance whose main hazard characteristic is toxicity. Any of the substances that fall into the "Flammables and Combustibles," "Corrosives," and "Reactive Chemicals" groups can also be toxic. However, the main hazard characteristics in these groups are fire, chemical damage to living tissues, and reactivity, respectively. The Lesson Plans are: General Elements for All Employees
The first page of each Lesson Plan lists the lesson title; the intended audience; any prerequisites; the approximate time required; materials and equipment needed, and learning objectives. The format is outlined below. Lesson A: Understanding the Hazard Communication Standard
Lesson Title:
A sample format follows:
As you review the Lesson Plans, you will notice that the "what to Do" column contains action verbs underlined, such as discuss, describe, and list. Following these verbs are suggested explanations, descriptions and discussion points. For every Lesson Plan there are choices on how to show slides. Slides can be projected in PowerPoint if you have a laptop computer and projection equipment. Or, they can be run off as paper copies that can be assembled and distributed as a handout. A third choice is to make them into overhead slides that can be reproduced on acetate to be shown as overhead transparencies, using an overhead projector. The slides are numbered; these numbers are indicated at the appropriate points in the "Aids/Cue" column as you proceed through the lesson. If you prefer, you can make your own slides, either in PowerPoint, or by typing them and copying on acetate, or by drawing directly on acetate. Whichever slide option you choose, you can always reinforce learning and make the training more effective by creating stapled paper handouts for employees. If Distance Learning technology is applied to these lessons, the slides can be made accessible to each employee as part of the lesson. Finally, every Lesson Plan ends with a brief quiz. This can be reproduced and handed out at the end of class, or can be conducted orally for employees who have reading or language difficulties. Remember -- this is not a "test" of employee abilities. You can allow employees to refer to their handouts while responding to the quiz if you like -- your goal is to reinforce learning of the key points you have covered in class. If you add further objectives to the Lesson Plan, or wish to change objectives, make sure that these changes are reflected in the quiz. We suggest that you document the results of the quiz, and give extra help to employees who have difficulty with some of the items. C. Preparation for Training We suggest that you familiarize yourself thoroughly with each Lesson Plan prior to instruction. Make any changes that you wish; for example, you may want to show a commercially-available video that you have acquired, to give an overview or cover some special point. Also make sure that you have all the proper equipment and materials listed in the Lesson Plan. If you plan to use computer-projected slides or add videos, consider the following factors:
We also discussed some of the features of adult learning in the previous discussion. In summary:
APPENDIX A
GLOSSARY OF TERMS COMMONLY USED ON MSDSs AND LABELS A Absolute Gravity - Refers to the density or specific gravity of a fluid at standard conditions; for example, with gases, at 760 mm Hg (pressure) and 0 degrees Centigrade (temperature). Also known as absolute density. ACGIH - American Conference of Governmental Industrial Hygienists: an organization of professional personnel in governmental agencies or educational institutions engaged in occupational safety and health programs. ACGIH develops and publishes recommended occupational exposure limits (see "TLV") for hundreds of chemical substances and physical agents. Acid - A compound which dissociates in water to form an anion and a hydronium ion. An acid reacts with a base or alkali to form a salt and water. An acid turns litmus paper to red. Acute Effect - An adverse effect on a human or animal, with symptoms developing rapidly and coming quickly to crisis. Usually occurs following a single exposure to a chemical. Also see "chronic effect." Acute Toxicity - The adverse (acute) effects resulting from a single dose of, or short exposure to, a substance. Aerosol - An airborne solid or liquid substance. Alkali - A compound that has the ability to neutralize an acid to form a salt. A substance that is bitter in a water solution, and somewhat irritating or corrosive to the skin, eyes, and mucous membranes. This type of substance turns litmus paper to blue. Common strong alkalis are sodium and potassium hydroxide. Also known as "base." Allergic Reaction - An abnormal physiologic response to a chemical or physical stimuli by a sensitive person. Some dermatitis and asthma-like symptoms result from allergic reactions. Anesthetic Effect - The temporary loss of feeling induced by certain chemical agents, which reduce the ability to feel pain or other sensations. For example, hydrogen sulfide has an anesthetic effect on the olfactory nerve and thus reduces one's ability to smell the gas. ANSI - American National Standards Institute. A private, nonprofit organization founded in 1918, it is the coordinator of voluntary standards activities in the United States. ANSI has issued voluntary guidelines for MSDS and labels. APR - Air purifying respirators. These respirators remove contaminants by passing breathing air through a purifying element. There are two subclasses; (1) particulate APRs which use a mechanical filter element and (2) gas and vapor APRs which utilize chemical sorbents contained in a cartridge or canister. Asphyxiant - A vapor or gas that can cause unconsciousness or death by suffocation (lack of oxygen). "Simple asphyxiants" are those asphyxiants which are harmful to the body only when they become so concentrated that they reduce oxygen in the air (normally about 21 percent) to dangerous levels (19.5 percent or less). Asphyxiation is one of the principal potential hazards of working in confined spaces. See "chemical asphyxiant." Aspiration Hazard - The danger of drawing a fluid into the lungs and causing an inflammatory response to occur. Autoignition Temperature - The lowest temperature at which a flammable gas or vapor-air mixture will spontaneously ignite without spark or flame. Vapors and gases will spontaneously ignite at a lower temperature in oxygen than in air. The autoignition temperature may also be influenced by the presence of catalytic substances. B
Barrier Cream - See "protective cream." Base - See "Alkali." Blasting Agents - DOT (the U.S. Department of Transportation) Hazard Classification applied to those substances which have probability of accidental initiation owing to explosion or probability of transition from deflagration to detonation. Boiling Point - The temperature at which a liquid changes to a vapor state, at a given pressure; usually expressed in degrees Fahrenheit at sea level pressure (760 mm Hg. or one atmosphere). C
C, or Ceiling - The maximum allowable human exposure limit for an airborne substance; not to be exceeded, even momentarily. Also see "PEL" and "TLV." Carbon Monoxide - A chemical asphyxiant: a colorless, practically odorless, flammable, and very toxic gas produced by the incomplete combustion of carbon compounds. Also a by-product of many chemical processes. Carcinogen - A substance capable of causing or producing cancer. C.A.S. - Chemical Abstracts Service: an organization operated by the American Chemical Society that indexes information published in "Chemical Abstracts" and provides index guides by which information about particular substances may be located in the Abstracts. C.A.S. Numbers - Identify specific chemicals. Centigrade - (C) Also Celsius, the temperature scale in which there are 100 degrees between the freezing point (0 degree C) and the boiling point (100 degrees C) of water. CFR - Code of Federal Regulations; the standards, regulations, and rules promulgated under U.S. law and published in the Federal Register. Chemical Asphyxiant - Substances that prevent the body from receiving or using an adequate oxygen supply. Carbon monoxide and cyanide are examples. Chemical Family - A group of compounds with related chemical and physical properties. Example: acetone, methyl ethyl ketone (MEK), and methyl isobutyl ketone (MIBK) are three members of the "ketone" family. Chemical Pneumonitis - Inflammation of the lungs, caused by accumulation of lung liquids following chemical irritation. See "aspiration hazard." CHEMTREC - Chemical Transportation Emergency Center: a national center established by the Chemical Manufacturers Association (now the American Chemistry Council) to relay emergency information concerning specific chemicals that have been involved in a transportation emergency. Chronic Effect - An adverse effect on a human or animal in which symptoms develop slowly following repeated, normally low level exposures to a chemical over a long period of time, or recur frequently. Chronic Toxicity - Adverse (chronic) effects resulting from repeated doses of, or exposures to, a substance over a prolonged period of time. CNS - Central nervous system, composed of the brain and spinal cord. CNS Depression - Lowered sensitivity level or loss of sensation in the central nervous system, usually due to exposure to a particular chemical hazard or anesthetic. CO2 - Carbon dioxide; a colorless, nonflammable, and relatively nontoxic gas. Is produced by the combustion and decomposition of organic substances and as a by-product of many chemical processes. A simple asphyxiant at high concentrations. COC - Cleveland Open Cup; a flash-point test method. Cocarcinogen - Material that potentiates the effect of a carcinogen in the production of cancer. See also "carcinogen." Coma - A state of deep unconsciousness from which one cannot be aroused, even by powerful stimulation. Combustible - A substance capable of fueling a fire. Also a term used to classify certain liquids on the basis of their flash points. Also see "flammable." Combustible Liquid - As defined by the Department of Transportation, it is any liquid having a flash point, as determined by a closed-cup method, equal to or greater than 100 degrees F and below 200 degrees F. Concentration - The amount of a substance in a stated unit of a mixture or solution. Example: 2 parts per million hydrogen sulfide in air, or a 50 percent caustic solution. Contaminated - The presence of any extraneous material that may render a substance, a material (such as clothing), or a surface (such as skin) impure. Corneal/Conjunctival Burns - Burns to the transparent membrane covering the eyeball and lining the eyelids. Corrosive; Corrosive Material - As defined by the Department of Transportation, a corrosive material is a liquid or solid that causes visible destruction or irreversible alterations in human skin (tissue) at the site of contact; or, in case of leakage from its packaging, a liquid that has a severe corrosion rate on steel. D
Decomposition - Breakdown of a material or substance (by heat, chemical reaction, electrolysis, decay, or other processes) into simpler substances. Dehydrating Agent - A substance capable of depleting body fluids or removing moisture from another material. Dermal - Of or pertaining to the skin. Dermal Sensitization - An exposure of an agent to skin which results in an immune response. Subsequent exposure will often induce a much stronger (secondary) immune response. Dermal Toxicity - Adverse toxic effects resulting from skin exposure to a substance. Dermatitis - Inflammation, irritation, or reddening of the skin. DOL - U.S. Department of Labor: it includes the Occupational Safety and Health Administration (OSHA), the Mine Safety and Health Administration (MSHA), and other agencies. DOT - U.S. Department of Transportation: it regulates transportation of chemicals and other hazardous and nonhazardous substances. DOT Hazard Class - Classification by the U.S. Department of Transportation which describes the type of hazard that may be encountered in an emergency during transport. For example, flammable, combustible, poison. Dry Chemical - A powdered fire-extinguishing agent specially treated so that it will flow properly. It may be used on fires involving flammable and combustible materials (class B and C fires). It extinguishes fires by stopping the progressive chemical reaction that take place during a fire. Dusts - Solid particles generated by some mechanical process, such as crushing, grinding, abrasion, or blasting. E
Effects of Overexposure - Clinical signs and symptoms that may occur or be experienced when one has been overexposed to concentrations of a particular substance above established exposure limits. Emergency and First-Aid Procedures - This refers to the recommended first-aid procedures, based on the inherent toxicity of the product and the route of exposure to the product. Erythema - A name applied to redness of the skin that may result from exposure to a substance or product. Excepted from DOT Regulations - Hazard classification applied to substances that are not included in any of the other Department of Transportation hazard classes. Explosion Hazard - A hazard that may result from exposure of a substance to heat or flame. Explosive - Any chemical compound, mixture, or device, the primary or common purpose of which is to function by explosion, that is, with instantaneous release of gas and heat (energy). Also, any material having the properties of an explosive. Explosive (Class A) - Department of Transportation hazard classification for those substances that pose a detonating or otherwise maximum explosion hazard. Explosive (Class B) - Department of Transportation hazard classification for those substances that function by rapid combustion rather than by detonation. Includes some explosive devices such as special fireworks, flash powders. Explosive (Class C) - Department of Transportation hazard classification for those types of manufactured articles containing Class A or Class B explosives, or both, as components but in restricted quantities. Minimum hazard. Explosive Limits - The range of concentration of a flammable gas or vapor (percent by volume in air) in which explosion can occur if an ignition source is present. Also see "flammable limits," "LEL," and "UEL." Exposure Limit - Limit set to minimize occupational exposure to a hazardous substance. Recommended occupational exposure limits used are American Conference of Governmental Industrial Hygienists (ACGIH) Threshold Limit Values (TLVs). Mandatory limits are the Occupational Safety and Health Administration (OSHA) Permissible Exposure Limits (PELs). Extinguishing Agents (Methods) - Agent(s) suitable for controlling or putting out a fire, when properly applied. Eye Protection - Recommended safety glasses, shields, goggles, and other headgear to be used when handling the material - to protect against accidental eye contact. F
Fahrenheit - (F) The thermometric scale in which, under standard atmospheric pressure, the boiling point of water is 212 degrees above the zero of the scale; the freezing point of water is at 32 degrees above zero of the scale. Fetal - Of or pertaining to a fetus, the unborn young of a person or animal while still in the uterus. Fibrosis - A condition marked by the abnormal increase in the amount of fibrous connective tissue in an organ or tissue. Fire Hazard - A hazard that may result from exposure of the product to heat or flame. Fire Point - The lowest temperature at which a material can evolve vapors fast enough to support continuous combustion. First-Degree Burn - A mild burn characterized by pain and reddening of the skin. Flammable - A material that is easily ignited and burns with extreme rapidity. Flammable Aerosol - An aerosol that yields a flame projection for more than 18" at full valve opening, or a flash back (a flame extending back to the valve) at any degree of valve opening. Flammable Gas - A DOT hazard classification applied to a compressed gas meeting the requirements of the lower flammability limit, flammability range limit, flame projection, or flame propagation criteria. Flammable Limits - The range of a vapor or gas concentration in air that will burn or explode if an ignition source is present. See also "explosive limits." Flammable Liquid - As defined by the Department of Transportation, it is any liquid with a flash point, as determined by a closed cup method, below 100 degrees F (38 degrees C) and a vapor pressure not exceeding 40 psi absolute at 100 degrees F (3kg/sq cm absolute at 38 degrees C). Flammable Solid - DOT hazard classification applied to any solid material, other than an explosive, that is liable to cause fire through friction, or retained heat from manufacturing or processing. Any solid that can readily be ignited and, when ignited, can burn so vigorously and persistently as to create a serious transportation hazard. Flash Point - The minimum temperature at which a liquid gives off sufficient vapor to form, with air, an ignitable mixture. Fumes - Fumes are formed by processing, such as combustion, sublimation, or condensation. The term is generally applied to the metal oxides of such metals as zinc, magnesium, or lead. G
Gas - Normally formless fluids that occupy the space of their enclosure and that can be changed to the liquid or solid state only by the combined effect of increased pressure and decreased temperature. General Exhaust - Removal of contaminated air from a large area by use of an air-circulation or exchange system. See also "local exhaust." H
Hazardous Material - Any substance or mixture of substances having properties capable of producing adverse effects on the health or safety of a human being. Hazardous Reaction/Decomposition - An indication of the relative hazards of the by-products, including the generation of heat or explosion, that may result from a chemical change of the product. Highly Toxic - A chemical that:
I
Ignitable - A solid, liquid, or compressed gas that exhibits a "characteristic of ignitability," as defined by the Resource Conservation and Recovery Act (RCRA), and may be regulated (by the Environmental Protection Agency) as a hazardous waste. Ignition Source - Anything that provides heat, spark, or flame sufficient to cause combustion or explosion. Incendiary Spark - A small, hot glowing particle of a substance thrown out by a body in combustion, or remaining when combustion is nearly complete. This particle is capable of igniting other combustible or flammable materials, gases, vapors, or dusts. Incompatible - Materials that could cause dangerous reactions from direct contact with one another are described as incompatible. Ingestion - Taking a substance into the body (stomach) through the mouth; swallowing. Inhalation - Drawing a substance into the body (lungs) through the nose, mouth, and breathing passages, in the form of a gas, vapor, fume, mist, or dust. Irritant - A substance that will cause an inflammatory response or reaction of the eye, skin, or respiratory system, following single or multiple exposures. Irritating Material - As defined by the Department of Transportation, is a liquid or solid substance which upon contact with fire or when exposed to air, gives off dangerous or intensely irritating fumes (not including poisonous material). (See Poison, Class A and Poison, Class B.) L
LC50 - Lethal Concentration 50; the concentration of a material in air, which, on the basis of laboratory tests, is expected to kill 50% of a group of test animals when administered as a single exposure (usually of 1 or 4 hours' duration). LD50 - Lethal Dose 50; a single dose of material which, on the basis of laboratory tests, is expected to kill 50% of a group of test animals. The material may be administered by mouth (oral) or applied to the skin (dermal or cutaneous). LEL or LFL - Lower Explosive Limit or Lower Flammable Limit of a flammable vapor or gas in air (usually expressed in percent by volume) below which propagation of a flame will not occur in the presence of an ignition source. Also see "UEL." Local Exhaust - A system for capturing and removing airborne contaminants (gases, particulates) at the point at which they are released. Not to be confused with general exhaust. M
mg/kg - Milligrams per kilogram. An expression of toxicological dose. See "g/kg." mg/m3 - Milligrams per cubic meter of air; a unit for measuring concentrations of particulates in the air (a weight per unit volume). Mist - Suspended liquid droplets in the air generated by condensation from the gaseous to the liquid state, or by breaking up a liquid into a dispersed state by splashing, foaming, or atomizing. Mixture - A combination of two or more substances that may be separated by mechanical means. The components may not be uniformly dispersed. Also see "solution." Mucous Membrane - Mucous-secreting membrane lining the hollow organs of the body, for example, the nose, mouth, stomach, intestines, bronchial tubes, and urinary tract. Mutagen - A substance or agent capable of altering the genetic material of a living cell. N
Nasal Cavity - Either of the pair of cavities in the nose separated by a septum, the thin wall between the two halves of the nose. Neutralize - To render chemically neutral or harmless; neither acid nor base; to counteract the activity or effect of. The addition of a base (sodium hydroxide) to an acid hydrochloric acid) results in water and a salt (sodium chloride); thus the acid has been "neutralized" or rendered harmless. NFPA - National Fire Protection Association. Founded in 1896, it is an independent, voluntary membership, nonprofit organization dedicated to the safeguarding of people and their environment from destructive fire using scientific and engineering techniques and education. NIOSH - National Institute for Occupational Safety and Health. Part of the Centers for Disease Control and Prevention in the U.S. Department of Health and Human Services (DHHS); a Federal agency which, in addition to other activities, tests and certifies respiratory protective devices and air sampling detector tubes, recommends occupational exposure limits for various substances, and assists OSHA in occupational safety and health investigations and research. Noncombustible - A material that will not ignite, burn, support combustion, or release flammable vapors when subjected to heat or fire. Non-Flammable Gas - DOT hazard classification applied to any compressed gas other than a flammable compressed gas. O
Odor - Odor is described in comparison to common, familiar "smells." Odor threshold refers to the concentration required in the air before vapors are detected or recognized. Oil-Impervious Garments - Clothing that does not allow the entrance or passage of oil to the skin, as with oil-impervious (protective) gloves. Oil Mist - Oil, in the form of fine particles, formed by atomization floating or falling in the atmosphere; a fine spray of oil particles suspended in the air. Olfactory - Relating to the sense of smell. The olfactory region of the nasal mucosa is the area that detects odors and transmits information to the brain via the olfactory nerves. Oral LD 50 - Oral Lethal Dose 50; the concentration of a substance administered by mouth that will produce death in 50 percent of the animals tested. Oral Toxicity - Adverse effects that result from taking a substance into the body via the mouth. Organic Peroxide - A Department of Transportation hazard classification applied to an organic compound containing the bivalent -00- structure and that may be considered a derivative of H2O2 in which one of more of the hydrogen atoms have been replaced by organic radicals. ORM-A - A Department of Transportation hazard classification applied to a material which has an anesthetic, irritating, noxious, toxic, or other similar property and which can cause extreme annoyance or discomfort to passengers and crew in the event of leakage during transportation. ORM-B - A Department of Transportation hazard classification applied to a material (including a solid when wet with water) capable of causing significant damage to a transport vehicle or vessel by leaking during transportation. ORM-C - A Department of Transportation hazard classification applied to a material that has other inherent characteristics not described as an ORM-A or ORM-B, but that make it unsuitable for shipment unless properly identified and prepared for transportation. ORM-D - A Department of Transportation hazard classification applied to a material such as a consumer commodity which, though otherwise subject to the regulations of the DOT hazard classification system, presents a limited hazard during transportation due to its form, quantity, and packaging. ORM-E - DOT hazard classification applied to a material which is not included in any other hazard class but which is subject to the requirements of the DOT regulations. Materials in this class include "Hazardous Waste" and other hazardous materials. OSHA - Occupational Safety and Health Administration of the U.S. Department of Labor; a Federal agency with safety and health regulatory and enforcement authority for most U.S. industries and businesses. Oxidizer - Department of Transportation defines an oxidizer or oxidizing materials as a substance that yields oxygen readily to stimulate the combustion (oxidation) of organic matter. Chlorate (ClO3) permanganate (MnO4), and nitrate (NO3) compounds are examples of oxidizers. OXY - NFPA special hazard rating for oxidizer. P
Particulate - Airborne solids or liquids. Dusts, fumes, smokes, mists, and fogs are all examples of particulates. PEL - Permissible Exposure Limit: an exposure limit established by OSHA's regulatory authority. May be a time weighted average (TWA) limit or a ceiling concentration exposure limit. Photosensitization (contact) - After exposure to some chemical substance(s), the skin, upon exposure to light, may swell or exhibit dermatitis. PMCC - Pensky Martens Closed Cup; a flash-point test method. Pneumonitis - Inflammation of the lungs, which may be caused by inhalation of chemical irritants. Poison, Class A - A Department of Transportation term for extremely dangerous poisons; that is, poisonous gases or liquids of such nature that a very small amount of the gas, or vapor of the liquid, mixed with air, is dangerous to life. Some examples: phosgene, cyanogen, hydrocyanic acid, nitrogen peroxide. Poison, Class B - A Department of Transportation term for liquid, solid, paste, or semisolid substances-other than Class A poisons or irritating materials-that are known (or presumed, on the basis of animal tests) to be so toxic to man as to afford a hazard to health during transportation. ppb - Parts per billion: a unit for measuring the concentration of a gas or vapor in air; parts (by volume) of the gas or vapor in a billion parts of air. Usually used to express measurements of extremely low concentrations of unusually toxic gases or vapors. Also used to indicate the concentration of a particular substance or solution. ppm - Parts per million: a unit for measuring the concentration of a gas or vapor in contaminated air. Also used to indicate the concentration of a particular substance in a liquid or solid. Precautionary Statements - Statements warning product users of potentially harmful hazards that may be attributed to the product, even though a complete toxicological evaluation of the product has not been performed. Product/Material - Name of the product or material; usually found at the beginning of the MSDS. Protective Cream - A protective skin cream provides an invisible flexible protection for the hands from soils, solvents, dusts, powders, oils, greases, paints, epoxies, resins, inks, and irritants. It can be easily removed by washing with any cleansing product. Protective Garment - Specially manufactured clothing designed to provide protection to the wearer against contamination from chemical, biological, radiation, or physical hazards. Pulmonary Edema - The abnormal accumulation of fluid in the tissues and air spaces of the lungs. R
RAD - NFPA special hazard rating for radiation. Radioactive - The property of an isotope of an element that is characterized by giving off radiant energy in particles or rays by the disintegration of atomic nuclei. Radioactive Material - DOT hazard classification applied to any material or combination of materials that spontaneously emit ionizing radiation having a specific activity greater than 0.002 microcuries/g. Radioactivity - Emission of energy in the form of alpha, beta, or gamma radiation from the nucleus of an atom. Always involves change of one atom into a different kind. A few elements, such as radium, are naturally radioactive. Other radioactive forms are artificially induced. Reaction - A chemical transformation or change; the interaction of two or more substances to form new substances. Reactivity - The tendency of a substance to undergo a chemical change with the release of energy. Reactive chemicals are liable to cause fire or promote an explosion. Undesirable effects (pressure buildup, temperature increase, formation of noxious, toxic, or corrosive by-products) may occur because of a reaction to heating, burning, direct contact with other materials, or other conditions when in use or in storage. Reducing Agent - In an oxidation-reduction reaction, the reducing agent is the material that is oxidized or is responsible for the reduction. Reduction occurs when an atom undergoes a decrease in oxidation number. Reproductive Toxicity Data - Information obtained through reproduction tests, which may be carried through several generations of test animals. This testing attempts to assess the changes in reproductive functions of parental animals including the fertility, the incidence of birth defects, and changes in the reproductive system as a result of parental exposure to a substance. Respiratory Protection - Devices for use in conditions exceeding the permissible exposure limits, which, when properly selected, maintained, operated, and worn by the user, will protect the user's respiratory system from exposure to airborne contaminants by inhalation. Respiratory System - The breathing system; includes the lungs and the air passages (trachea or windpipe, larynx, mouth, and nose) to the air supply outside the body, plus the associated nervous and circulatory systems. RTECS - Registry of Toxic Effects of Chemical Substances; a compendium of toxicity data extracted from scientific literature. Inclusion of data in the registry does not mean endorsement of the reference. Evaluation of cited references is the responsibility of the reader. S
SCBA - Self Contained Breathing Apparatus provides a substitute source of clean breathing air from a separate tank carried on the person. Second-Degree Burn - A burn that is more severe than a first-degree burn and is often characterized by blistering, reddening of the skin, edema (swelling), and destruction of the superficial tissue. Sensitizer - A substance which, on first exposure, causes little or no reaction in man or test animals but which, on subsequent exposure(s), may cause a marked response not necessarily limited to the contact site. Skin sensitization is the most common form of the problem in the industrial setting, although respiratory sensitization to a few chemicals has been known to occur. Poison ivy is a common sensitizer outside the work setting. Simple Asphyxiant - A substance that causes a deficiency in the supply of oxygen to the tissue by excluding oxygen from the inhaled atmosphere. Nitrogen, propane, and acetylene are examples. Skin Lesion - An abnormal change in the structure of the skin due to injury or disease. Skin Protection - Refers to the recommended type of gloves, protective creams, and outerwear to be worn when handling the product. SOx - Oxides of sulfur; undesirable air pollutants. SOx emissions are regulated by EPA under the Clean Air Act. Specific Gravity - The ratio of the weight of a volume of material to the weight of an equal volume of water, usually at 60 degrees F, unless otherwise specified Spill and Leak Procedure - Procedures, precautions, and methods used in the cleanup of a substance. Stability - An expression of the ability of a material to remain unchanged. A material is stable if it remains in the same form under expected and reasonable conditions of storage and use. Conditions that may cause instability are stated on the MSDS. Static Electricity - If two objects are in close physical contact and then separated, the objects sometimes collect an electrical charge through friction or induction. Similar electrical charges can be generated by rapid flow of gases or liquids. If the objects are not bonded or grounded, they may accumulate sufficient electrical charges so that an electrostatic discharge (spark) between them may occur. STEL - Short Term Exposure Limit; American Conference of Governmental Industrial Hygienists' terminology. See "TLV-STEL." Subchronic Toxicity Data - Data resulting from "subchronic toxicological tests," in which the substance being tested is administered to animals on a daily basis, for test periods generally ranging from 2 to 13 weeks. Systemic Toxicity - The adverse effects caused by a substance that affects the body in a general rather than a local manner. T
Target Organ Effect - Damage caused in a specific organ following exposure to certain chemicals. For example, a "neurotoxin" is a chemical, such as mercury, that products its primary toxic effect on the nervous system. TCC - Tag (Tagliabue) Closed Cup - a flash-point test method. Teratogen - A substance which, upon exposure of the parent, causes "teratogenic changes," that is, malformations or alterations in the appearance or function of the fetus. Third-Degree Burn - The most serious type of burn, characterized by charring (blackening) of the skin and by skin necrosis (tissue death). TLV - Threshold Limit Value: a term used by the American Conference of Governmental Industrial Hygienists (ACGIH) to express the airborne concentration of a material to which nearly all persons can be exposed day after day, for a normal 8-hour workday or 40-hour work-week, without adverse effects. TLV-C - Threshold Limit Value - Ceiling Exposure Limit: the concentration that should not be exceeded, even momentarily. TLV-STEL - Threshold Limit Value - Short-Term Exposure Limit; maximum concentration for a continuous 15-minute period (maximum of four such periods per day, with at least 60 minutes between exposure periods), provided that the daily TLV (time weighted average) is not exceeded. TOC - Tag (Tagliabue) Open Cup; a flash-point test method. Toxic - Describes a substance that:
Toxicology - The study of the harmful effects of chemicals on biological systems. Toxicology Data - This section of the MSDS contains toxicological data such as oral, dermal, inhalation toxicity; eye, skin irritation; dermal sensitization; and environmental, reproductive, genetic, chronic, subchronic, and other toxicity data. TWA - Time Weighted Average exposure; the airborne concentration of a material to which a person is exposed, averaged over the total exposure time, generally the total workday (8 to 12 hours). It is calculated by multiplying measured concentration levels times the duration of exposure (in hours), adding these values together, then dividing by the total sampled time (in hours). Also see "TLV" and "PEL." U
UN/NA Number - Numerical designation for transportation hazards: UN = United Nations; NA = North America. Unstable - Tending toward decomposition or other unwanted chemical change during normal handling or storage. UEL or UFL - Upper Explosive Limit or Upper Flammable Limit - The highest concentration of a flammable vapor or gas in air (usually expressed in percent by volume) above which propagation of a flame will not occur in the presence of an ignition source. Also see "LEL." V
Vapor Density - Relative density or weight of a vapor or gas compared to weight of an equal volume of air. Materials lighter than air, such as acetylene, have vapor densities less than 1.0. Materials heavier than air, such as propane, will have densities greater than 1.0.Vapor Pressure - The pressure exerted by a saturated vapor above its own liquid in a closed container. Ventilation - See "general exhaust," "local exhaust," and "mechanical exhaust." As used in the context of the MSDS, this refers to recommended air flow schemes to control airborne concentrations of hazardous substances in the atmosphere. Volatility - The tendency or ability of a liquid to vaporize. Liquids such as alcohol and gasoline, because of their tendency to evaporate rapidly, are called volatile liquids. W
Waste Disposal Methods - Methods to be used in disposal of this product and/or materials used in the cleanup of this product as recommended by local, state, and Federal authorities. Waterless Skin Cleanser - A commercially available paste or liquid used for the removal of hydrocarbon-based substances, dirt, and contamination from the skin without the use of solvents. It is generally recommended that, after using a waterless skin cleanser, the worker wash the contaminated skin area a second time using ordinary bath soap. APPENDIX B
Sources of Help and References Article I. OSHA Hazard Communication Standard (29 CFR 1910.1200)
APPENDIX C. LESSON PLANS
Lesson A: Understanding the Hazard Communication Standard Lesson Plan Worksheet
Lesson B: Understanding the Material Safety Data Sheet Lesson Plan Worksheet
Lesson C: Understanding Labels Lesson Plan Worksheet
Lesson D: Understanding Health Information Lesson Plan Worksheet
Lesson E: Understanding Flammables and Combustibles Lesson Plan Worksheet
Lesson Plan Worksheet
Lesson G: Understanding Reactive Chemicals Lesson Plan Worksheet
Lesson H: Understanding Toxic Chemicals Lesson Plan Worksheet
APPENDIX D. OVERHEAD TEACHING SLIDES
Slide NO. A-1 A.
Slide NO. A-2Understanding the Hazard Communication Standard (HCS) Purpose of HCS
"... to ensure that the hazards of all chemicals produced or imported are evaluated, and that information concerning their hazards is transmitted to employers and employees."Slide NO. A-3 Learning Objectives
Slide NO. A-4 Who is responsible?
Slide NO. A-5 Identification of Hazardous Chemicals
Slide No. A-6 Elements of the Written Program A "blueprint" for compliance, the written program contains descriptions of:
Slide No. A-7 Labels and Other Forms of Warning
Slide NO. A-8 Material Safety Data Sheets
Slide NO. A-9 Information and training:
Slide NO. A-9A
Slide NO. A-10 Summary:
This session covered:
Slide No. B-1 B.
Understanding the Material Safety Data Sheet Slide No. B-2 Learning Objectives
* Employees will recognize the purpose of the MSDS. * Employees will identify key requirements of the MSDS. * Using a glossary, employees will look up common terms used in MSDSs. * Employees will state where MSDSs are located in their work area. Slide No. B-3 An MSDS
Slide No. B-4 Purpose of the MSDS
Provides detailed information about chemical hazards to:
Slide No. B-5 Requirements Identity Used on the Label -- Chemical or Common Name: At this site, one of the chemicals commonly used is ______________________________________________________________________ Article II. Slide No. B-6 Article III.
Article IV. Requirements
Article V. Slide No. B-7 Requirements Physical Hazards: This information answers these questions: * What is the potential fire hazard? * What is the potential explosion hazard? * What is the potential danger of chemical reactions? Slide No. B-8 Requirements Health Hazards: This information answers these questions: * What are the signs and symptoms of overexposure? * What medical conditions may be aggravated by exposure to the chemical? Slide No. B-9 Requirements Routes of Entry: This information answers these questions: * Is it hazardous to breathe the chemical in? * Will the chemical cause irritation, burning or any other damage to the skin or eyes upon contact? * Is it hazardous to swallow the chemical? Slide No. B-10 Requirements Exposure Limits: This information is very useful to health professionals and employers when they plan how to best protect employees. * PEL (permissible exposure limit) * TLV (threshold limit value) At this site, we have a PEL/TLV of ________________ for the chemical _______________________________ Slide No. B-11 Requirements Carcinogens/Potential Carcinogens: "Carcinogen" means "has been shown to, or may potentially, cause cancer in animals or humans." Slide No. B-12 Requirements Carcinogens/Potential Carcinogens: (Cont'd) The chemical manufacturer or importer finds out if a chemical is a carcinogen from: * NTP (National Toxicology Program) * IARC (International Agency for Research on Cancer) * OSHA (Occupational Safety and Health Administration) Slide No. B-13 Requirements Safe Handling Procedures: This information answers the questions: * What hygienic practices should be followed? * What protective measures should be used when handling or storing the chemical or repairing and maintaining contaminated equipment? * What are the safe procedures for cleaning up spills and leaks? Slide No. B-14 Requirements Controls: This information includes all that the employer and employee do to prevent overexposure. * Engineering controls * Work practices * Personal protective equipment Slide No. B-15 Requirements Emergency and First Aid Procedures: This information is useful in the event of an emergency or overexposure. It tells everybody what to do, such as: * steps to follow if overexposure/contact occurs * how to control a spill * what kind of fire extinguisher to use * special First Aid instructions Slide No. B-16 Requirements Identity of Responsible Party Date of Preparation In case more information than provided on the MSDS is needed, the person responsible for the MSDS must provide: * Name * Phone number * Address * Date of preparation Slide No. B-17 Summary This session covered: * Purpose of MSDS * The key requirements * Where to find the MSDSs at this site Slide No. C-1 C.
Understanding Labels Slide No. C-2 Learning Objectives * employees will recognize the purpose of labels * employees will identify the 3 key requirements of labels under the HCS * employees will identify the hazard indicated on a label Slide No. C-3 Purpose of Labels and Other Forms of Warning Manufacturers, supplies and importers must label containers of chemicals. They are intended as an IMMEDIATE HAZARD WARNING. Slide No. C-4 Requirements * Name of hazardous chemical, as it appears on the MSDS and chemical list * Appropriate hazard warning in English * Name and address of the manufacturer, importer, or supplier Slide No. C- 5 Sample label
Slide No. C-6 Sample label
Slide No. C-7 Requirements Labels on Incoming Containers: * Must not be destroyed, removed or defaced * Unless replaced with another label containing the required information Slide No. C-8 Requirements Stationary Containers and Vessels: * Name of substance * Warning Slide No. C-9 Requirements Transfer containers: * Chemicals transferred from a larger container - Must be labeled if not used within one work shift Slide No. C-10 Exceptions * pesticides * TSCA-regulated substances * food, food additives and veterinary devices * distilled spirits for non-industrial use * consumer products * agricultural or vegetable seed Slide No. C-11 Labeling and Placarding Systems ANSI NFPA HMIS DOT Slide No. C-12 Labeling and Placarding Systems (Cont'd) DOT Placards Like DOT labels, these use: * graphics * words * UN identification system * color coding Slide No. C-13 Summary * Labels give an IMMEDIATE HAZARD WARNING * Incoming labels must show:
________________________________________________________________________ Slide No. D-1 D.
Understanding Health Information Slide No. D-2 Learning Objectives Employees will: * recognize the concept dose/response * identify the 3 routes of entry * recognize "acute" vs. "chronic" effects Slide No. D-3 Learning Objectives (cont'd) Employees will recognize the terms:
Slide No. D-4 Learning Objectives (cont'd) Employees will identify 3 types of protective measures:
Slide No. D-5 Common terms found in the MSDS Many may be new to us, such as: * TLV * target organ effects * acute We can look new terms up in the Glossary. Slide No. D-6 Dose/Response The higher the dose - the greater the effect. Slide No. D-7 Exposure Limits * PELs, TLVs and other dose limits that set thresholds. * Designed to protect against adverse health effects. Slide No. D-8 Routes of Entry * breathing in (inhalation) * contact with skin (absorption) * swallowing (ingestion) Slide No. D-9 Acute Effects * happen suddenly, normally from a single exposure * a possible acute effect here is _________________________________________________________________ Slide No. D-10 Chronic Effects * repeated exposures over long periods of time * or when the body takes a long time to develop a response after a brief exposure Slide No. D-11 Chronic Effects (cont'd) * a possible chronic effect here is ________________________________________________________________________ Slide No. D-12 Toxic/Highly Toxic * "toxic" = "poisonous" * highly toxic -- smaller dose causes greater effect * a toxic or highly toxic substance here is ____________________________________________________________________ Slide No. D-13 Carcinogens * cancer causing, or potentially cancer causing chemicals * usually associated with chronic exposures * a possible carcinogen here is ______________________________________________________________________________ Slide No. D-14 Corrosives * destroy or damage living tissue * effect is irreversible (no return to normal) * a corrosive chemical here is ___________________________________________________________________________ Slide No. D-15 Irritants * less destructive than corrosives * effect is reversible (returns to normal) * an irritant here is _________________________________________________________________________________ Slide No. D-16 Sensitizers * may cause allergic reactions * after repeated exposures * a sensitizer here is ___________________________________________________________________________________ Slide No. D-17 Target Organ Effects * hepatotoxins --- liver * nephrotoxins --- kidney * neurotoxins --- nervous system * cutaneous hazards --- skin * a chemical that has a target organ effect here is: ____________________________________________________________________________________ Slide No. D-18 Protective Measures * engineering controls * work practices * PPE * a protective measure used here is: ___________________________________________________________________________ Slide No. D-19 Summary:
Slide No. E-1 E.
Understanding Flammables and Combustibles Slide No. E-2 Learning Objectives * Employees will recognize the meaning of the terms "flammable" and "combustible" * Employees will differentiate between:
Slide No. E-3 Learning Objectives (Cont'd) For flammables/combustibles in their work area, employees will recognize:
Slide No. E-2A Overview * Important to be aware of fire and health hazards of flammables and combustibles. * Always refer to MSDS * In this work area, we have the following flammables/combustibles ________________________________________________________________ Slide No. E-3 Definitions * Flammables are easily ignited and burn rapidly. * Combustibles are substances capable of fueling a fire, but do not ignite and burn as readily as a flammable. Slide No. E-4 Types of Flammables and Combustibles Flammables * aerosols* gases * liquids* solids Combustibles * liquids Slide No. E-5 Flammable Aerosol * Flame projection of more than 18" at full valve OR * Flash back at any degree of valve opening Slide No. E-6 Flammable Gases. Compressed Gases * LEL at or below 13% * Flammability range greater than 12% In this area, we have these compressed gases: ______________________________________________________________ Slide No. E-7 Flammable Gases. Physical Properties/Hazards * may expand several times the original volume when released * may be heavier than air-settle in low area * may be lighter than air * do not always have an odor Slide No. E-8 Flammable Gases. Physical Properties/Hazards (Cont'd) * are usually colorless * dangerous if cylinder is damaged-can "rocket" Here, we are concerned about the properties/hazards of these flammable gases: ______________________________________________________________ Slide No. E-9 Flammable Gases. Health Hazards * all are simple asphyxiants * some are toxic Here, we are concerned about the health hazards of these gases: _______________________________________________________________ Slide No. E-10 Flammable Gases. Methods of Detection * odors (sense of smell sometimes deadened) * sound (hissing) * soap solution for leak detection * air monitoring instruments In this area, these methods of detection are recommended: ________________________________________________________________ Slide No. E-11 Flammable Gases. Emergency and Handling Procedures * transport/store with valve cap on * NEVER drag or roll cylinders * secure with straps or chains * keep cylinders upright Slide No. E-12 Flammable Gases. Emergency and Handling Procedures (Cont'd) * keep hoses and connections tight and leak-free * store oxygen and flammable gas cylinders separately * if gas leaks:
Slide No. E-13 Flammable Gases. First Aid * Inhalation:
Slide No. E-14 Flammable Liquids * flash point below 100°F * in transportation, flash point below 140°F Here, we have these flammable liquids: __________________________________________________________________ Slide No. E-15 Flammable Liquids. Physical Properties/Hazards * vaporize quickly at room temperature * some soluble in water * some insoluble in water, but soluble in other substances * many different odors * different colors; often clear Slide No. E-16 Flammable Liquids. Physical Properties/Hazards (Cont'd) * most have specific gravity less than 1: will float on top of water * vapors are heavier than air; may settle in low areas * react violently with oxidizers and halogen gases Slide No. E-17 Flammable Liquids. Health Hazards * inhalation-may cause dizziness, nausea, headaches * skin-may cause reddening, drying In addition to general symptoms: * alcohols (-ol) are mild irritants * ketones (-one) slightly more toxic Slide No. E-18 Flammable Liquids. Health Hazards (Cont'd) * aliphatic hydrocarbons (-ane) may cause excitement, stupor, confusion * amines (-amine, -amid, or -nitro) may cause liver, lung, and kidney damage * ethers (-ether, -furan) may cause unconsciousness, pneumonia, and death * aromatics (-ene) may cause convulsions, coma, and death. Some are suspected carcinogens Slide No. E-19 Flammable Liquids. Methods of Detection * detectable odors * tearing or redness of the eyes * splash of liquid on skin * air monitoring instruments In this area, these methods of detection are recommended: __________________________________________________________________ Flammable Liquids. PPE * approved respirator, as prescribed * splash goggles and full face shield, as needed * solvent - resistant gloves (selection based on liquid) * rubber apron/splash suit for larger quantities in open containers In this area, the recommended PPE is: ________________________________________________________________ Slide No. E-21 Flammable Liquids. Emergency and Handling Procedures * remove all ignition sources *ventilate area * NEVER pour down sewers/drains * ground containers when transferring flammable liquids Slide No. E-22 Flammable Liquids. First Aid * Inhalation:
Slide No. E-23 Combustible Liquids * higher flash point than flammable liquids
Slide No. E-24 Flammable Solids Can cause a fire by self-ignition through: * friction * spontaneous chemical changes * retained heat * reactivity with air or water Slide No. E-25 Flammable Solids. Physical Properties/Hazards * burn readily and persistently * chemical products from reactivity may be corrosive, poisonous, or flammable * require special fire extinguishing agents Here, we are concerned about the properties and hazards of: ___________________________________________________________________ Slide No. E-26 Flammable Solids. Health Hazards * alkali metals - severe burns * azides: - many are toxic - some inhibit enzyme action - can decompose explosively - sensitive to heat, shock, and friction Here, we are concerned about the following health hazards: ___________________________________________________________________ Slide No. E-26 Flammable Solids. Methods of Detection If material ignites, fumes or bubbles when exposed to air or water: * evacuate to safe distance * notify emergency personnel Slide No. E-27 Flammable Solids. Emergency and Handling Procedures * for spills, if reactive to air or water, evacuate personnel * for fire, notify emergency personnel Follow all written safety procedures. Slide No. E-28 Flammable Solids. First Aid * Inhalation: •move victim to fresh air •restore breathing if necessary * Eyes - flush 15 minutes * Skin: wash with large amounts of water. Keep affected area cold. * Ingestion (swallowing) - seek medical attention. ALL: Seek medical help Slide No. E-29 Summary * flammables - easily ignited; burn easily * combustibles - capable of fueling a fire; not as ignitable as flammables. * types of flammables (aerosols, gases, liquids, solids); combustible liquids * in this work area, we know the: _____ physical hazards _____ health hazards _____ methods of detection _____ emergency/handling procedures _____ First Aid procedures of the flammables and combustibles. Slide No. F-1 F.
Understanding Corrosives Slide No. F-2 Learning Objectives * Employees will recognize the meaning of the term "corrosives." * When presented with overexposure signs and symptoms, employees will select those applicable to corrosives. Slide No. F-3 Learning Objectives (cont'd) * For corrosives in the work area, employees will identify the correct First Aid procedures. For corrosives in the work area, employees will identify the proper PPE and procedures for handling, spill and leak cleanup, and disposal of these corrosives. Slide No. F-4 Overview Corrosives * destroy or damage living tissue irreversibly. * can be strong acids, or strong caustics. * can produce chemical burns. * when inhaled as a mist, can damage respiratory system. Slide No. F-5 Physical Characteristics * May be solid, liquid or gaseous. * May give off a corrosive mist when released into air. * Usually soluble in water. * Normally non-flammable. Slide No. F-6 Health Effects Acute: * Skin - may burn •acids may produce itching or burning sensation •caustics may feel soapy * Eyes - may burn or be damaged seriously. Slide No. F-7 Health Effects (Cont'd) * Inhalation - may burn nose, throat and/or cause lung damage. * Ingestion (swallowing) - may burn mouth, throat, stomach. Chronic: can cause bronchitis, eye inflammation, digestive problems. Slide No. F-8 Methods of Detection * Observation of spills or leaks * Eyes watering * Skin irritation Slide No. F-9 PPE May include: * rubber apron * rubber gloves * splash goggles * full face shield * respirator with approved cartridge Here, we need: ______________________________________________________________________ Slide No. F-10 First Aid Procedures * Refer to MSDS * Skin - •Flush with water for 15 minutes. •Remove contaminated clothing •Seek medical help. * Eyes - •Flush with water for 15 minutes. •Seek medical help. Slide No. F-11 First Aid Procedures (Cont'd) * Inhalation - • Remove victim to fresh air. • Restore breathing if necessary. • Seek medical help. * Ingestion (swallowing) •Seek medical help IMMEDIATELY DO NOT INDUCE VOMITING. Slide No. F-12 Spill, Leak, Disposal Procedures * Refer to MSDS. * Wear proper PPE. * Neutralize spill and place in suitable container, if according to Emergency Response plans. * Dispose, in accordance with regulations. Slide No. F-13 Summary * corrosives destroy/damage living tissue irreversibly. * can be strong acids or strong caustics. * health effects are serious - can burn skin, eyes, respiratory system, and digestive system. * methods of detection - observe spills, leaks and symptoms of overexposure Slide No. F-14 Summary (Cont'd) * PPE - refer to MSDS * First Aid - refer to MSDS. Seek medical help. DO NOT INDUCE VOMITING if swallowed. * Spill, leak, disposal procedures. Refer to MSDS. Slide No. G-1 G.
Understanding Reactive Chemicals Slide No. G-2 Learning Objectives * Employees will recognize the meaning of the term "reactive chemicals." * When presented with a series of effects of physical and health hazards, employees will select those applicable to reactive chemicals. Slide No. G-3 Learning Objectives (Cont'd) * For reactive chemicals in their work area, employees will recognize: • physical properties and hazards • health hazards • methods of detection • PPE • emergency and handling procedures • First Aid procedures Slide No. G-4 Overview Reactive chemicals can cause fire through: * friction * absorption of moisture * spontaneous chemical changes * retained heat OR * can be ignited readily, and burn so vigorously as to create a serious hazard. Slide No. G-5 Definitions Reactive chemicals' primary characteristic is to start or promote a fire. They include: * flammable solids * oxidizers * organic peroxides These chemicals also have health hazards. Slide No. G-6 Reactive Chemicals in This Work Area In this area, we use or store the following reactive chemicals: __________________________________________________________________________ Slide No. G-7 Physical Properties and Hazards * may be solids or liquids. * may be air or water reactive. * chemical products from air/water reactivity may be corrosive, poisonous, and flammable. * may be shock, heat or friction sensitive. * may result in explosion, when in contact with combustible materials. * oxidizers may react with metals to form hydrogen gas. Slide No. G-8 Physical Properties and Hazards (Cont'd) * majority of oxidizers are water soluble. * reactive chemicals require special extinguishing agents to extinguish the fire. In this work area, we are concerned about these physical properties/hazards: ____________________________________________________________________________ Slide No. G-9 Health Hazards Many reactive chemicals are corrosive: * alkali metals react with body moisture to cause severe burns. * white phosphorus reacts with air to form phosphoric acid-severely corrosive. * azides are unstable, may be poisonous. Slide No. G-10 Health Hazards Cont'd) * hydrazines may irritate eyes, skin and respiratory tract. Suspected carcinogens and mutagens. * nitrates may cause dizziness, convulsions, death. * chlorates irritate eyes, nose, respiratory tract. * metal peroxides can irritate eyes, nose, respiratory tract Slide No. G-11 Health Hazards Cont'd) In this work area, we are concerned about these health hazards: __________________________________________________________________________ Slide No. G-12 Methods of Detection * Sight - if material ignites, fumes or bubbles, evacuate to safe distance; notify emergency personnel. * Smell - some have odors, but sense of smell may be quickly deadened. * Air monitoring instruments. Slide No. G-13 Methods of Detection (Cont'd) In this work area, we use the following methods of detection: ___________________________________________________________________________ Slide No. G-14 PPE May require special equipment: * gloves * splash goggles and full face shield * air supplied respirator or self-contained breathing apparatus (SCBA) * fire-retardant or chemical-resistant clothing Slide No. G-15 PPE (Cont'd) For the chemicals in this area, the following PPE is recommended: Section 5.01 ___________________________________________________________________________ Slide No. G-16 Emergency and Handling Procedures * spills - if air or moisture reactive, evacuate. * fire - notify emergency personnel. If fire becomes violent, evacuate area. * Follow all written safety procedures. In this work area, we have the following procedures: ____________________________________________________________________________ Slide No. G-17 First Aid Procedures * Skin - flush with large quantities of cold water. Keep affected area cold. * Eyes - flush for 15 minutes with large quantities of water. * Inhalation (breathing) - remove to fresh air. Restore breathing if necessary. * Ingestion (swallowing) - seek medical help immediately. ALL - always seek medical help immediately. Slide No. G-18 Summary * reactive chemicals are likely to cause fire - can self-ignite. * include flammable solids, oxidizers, organic peroxides. * In this work area, we know the •physical properties and hazards •health hazards •methods of detection •PPE •emergency/handling procedures •First Aid procedures - for reactive chemicals. * always check the MSDS. Slide No. H-1 H.
Understanding Toxic Chemicals Slide No. H-2 Learning Objectives * Recognize differences between "toxic chemicals" and "carcinogens." Recognize relationship between toxic chemicals and dose/response concept. Identify requirements for toxic chemicals (health hazards) and carcinogens in mixtures. Slide No. H-3 Learning Objectives (Cont'd) * Identify requirements for toxic chemicals (health hazards) and carcinogens in mixtures. * For toxic chemicals in the work area, recognize: •physical hazards •health hazards •methods of detection •PPE •emergency/handling procedures •First Aid procedures Slide No. H-4 Overview * Toxic = poisonous, either acute or chronic * Carcinogens = cancer-causing chemicals. * Can be harmless in small doses. * The higher the dose, the greater the effect on the body. * Highly toxic - smaller dose poisons more animals in test group. Slide No. H-5 Definitions * Toxic chemicals can cause acute or chronic health effects. * Some chemicals are one or more of the following: •carcinogens - cancer-causing •teratogens - harm to the fetus •mutagens - harm to the gene pool Slide No. H-6 Definitions (cont'd) * Chemical manufacturers/importers determine if substances are health hazards, and show type and degree of hazard on MSDS. * Physical hazards: •Flammables/combustibles •Corrosives •Reactive chemicals Can be toxic as well. Slide No. H-7 Mixtures Mixtures, if not tested as a whole, are called a health hazard - * if 1% of components are a known health hazard. * if 0.1% of components are known or suspected carcinogens. Slide No. H-8 Toxic Chemicals and/or Carcinogens in Work Area In this work area, we use or store the following toxic chemicals and/or carcinogens: _____________________________________________________________________ Slide No. H-9 Routes of Entry * breathing in (inhalation) * contact with skin (absorption) * swallowing (ingestion) In this work area, we are concerned with these routes of entry: _____________________________________________________________________ Slide No. H-10 Physical Properties In this work area, we are concerned about the following physical properties: ____________________________________________________________________ Slide No. H-11 Health Hazards In this work area, we are concerned about the following potential health hazards: _____________________________________________________________________ Slide No. H-12 Methods of Detection The methods of detection recommended for toxic chemicals in this work area are: _____________________________________________________________________ Slide No. H-13 PPE PPE requirements for toxic chemicals in this work area are: _____________________________________________________________________ Slide No. H-14 Emergency and Handling Procedures Emergency and handling procedures for toxic chemicals in this work area are: _______________________________________________________________________ Slide No. H-15 First Aid Procedures First Aid procedures for toxic chemicals in this work area are: ______________________________________________________________________ Slide No. H-16 Summary * toxic chemicals cause adverse acute or chronic health effects * carcinogens are cancer-causing chemicals * the larger the dose, the greater the effect. * mixtures are health hazards if: •1% of mixture consists of toxic chemicals •0.1% of mixture consists of carcinogens Slide No. H-17 Summary (cont'd) * For the toxic chemicals in this work area, we know where to find the:
APPENDIX E
QUIZES Name: _____________________________________________________________ A. Understanding the Hazard Communication Standard: 1. The purpose of the Hazard Communication Standard (HCS) is: (check one) ____ to protect employees from slips, trips and falls ____ to communicate information about hazardous chemicals to employees ____ to conduct a confined space entry program 2. The five main sections of the HCS are: (check 5) ____ identifying hazardous chemicals ____ selecting safety shoes ____ written hazard communication program ____ labels and other forms of warning ____ physical exams ____ material safety data sheets ____ incident reporting ____ information and training 3. At our site, the written program is available at __________________________ ______________________________________________________________ MSDSs are available at____________________________________________ ______________________________________________________________ 4. The person responsible for HCS activities is ___________________________ ______________________________________________________________ B. Understanding Material Safety Data Sheets: 1. The purpose of the Material Safety Data Sheet (MSDS) is: (check one) ____ to provide detailed information about chemical hazards to employees, employers, health professionals and emergency personnel ____ to provide marketing information to salesmen and customers ____ to be fixed to containers as a short summary of hazards 2. There are several key requirements for MSDSs. Below, check all that apply: ____ identity used on the label. ____ physical and chemical characteristics. ____ physical hazards. ____ routes of entry. ____ health hazards. ____ exposure limits. ____ carcinogens/potential carcinogens. ____ safe handling procedures. ____ controls. ____ emergency and first aid procedures. ____ identity of responsible party/date of preparation. 3. In the glossary, find the following terms:
_______________________________________________________________ C. Understanding Labels 1. The purpose of labels is: (check one) ____ to provide detailed information about hazardous chemicals ____ to give an immediate hazard warning ____ to be kept on file in the supervisor's office 2. The 3 key requirements under the HCS are: (check 3) ____ must contain graphics ____ must show chemical name ____ must be in color ____ must show a hazard warning ____ must show the name/address of the manufacturer, importer or supplier 3. On the label that you are shown, identify the hazard that is indicated by the warning: _______________________________________________________________________ D. Understanding Health Information: 1. The higher the dose of a chemical hazard to the body, the (check one) _____ greater _____ lesser is the effect or response. 3. The 3 major routes of entry of a chemical into the body are: _________________________ _________________________ _________________________ 2. Match "acute" and "chronic" effects with the correct description by joining them with lines. acute happens after repeated exposures over long period, or the body takes a long time to develop a response chronic happens suddenly, normally from a single exposure 3. Match the following words with the correct descriptions by joining them with lines: toxic/highly toxic cancer-causing carcinogen irritating to skin or eyes; reversible corrosive effect to a specific organ or body system irritant poisonous/highly poisonous sensitizer destroys living tissue; irreversible target organ effect causes allergic reactions after repeated exposures 4. The 3 primary types of protective measures used to prevent or minimize chemical exposures are: (check 3) ___ personal protective equipment ___ engineering controls ___ financial ___ legal ___ work practices ___ toxicology ___ chemical Article VI. E. Understanding Flammables and Combustibles: 1. Draw a line to join each name with its correct description: Flammable easily ignited, burns rapidly Combustible substance capable of fueling a fire 2. Draw lines to join each name with its correct description: Flammable aerosol flash point at or above 1000 F and below 2000 F Flammable gas flash point below 1000 F Flammable liquid yields flame projection of more than 18" at full valve opening Combustible liquid any solid that can cause fire by self-ignition Flammable solid compressed gas with LEL at/below 13% 3. In this work area, the MSDS for (name a chemical in your work area) _________________________ Contains information about: (check each item if you find the information in the MSDS) _________ physical hazards _________ health hazards _________ methods of detection _________ emergency and handling procedures _________ First Aid procedures. F. Understanding Corrosives: 1. Mark the following True (T) or False (F): ____ Corrosives destroy or damage living tissue irreversibly. 5. Check the signs/symptoms of overexposure to corrosives: ____ skin - becomes smoother. ____ skin - burns of the skin. ____ eyes - burns to the eyes. ____ eyes - short sightedness. ____ inhalation (breathing in) - sneezing and coughing. ____ inhalation (breathing in) - burns to the nose, throat and lungs. ____ ingestion (swallowing) - bad taste in the mouth. ____ ingestion (swallowing) - burns to the mouth, throat, stomach. 3. First Aid procedures for injuries from corrosives in this work area are: ______________________________________________________________________ 4. PPE required for handling corrosives in this work area is: ______________________________________________________________________ 5. Procedures for corrosive spill/leak cleanup and disposal in this work area are: ______________________________________________________________________ G. Understanding Reactive Chemicals: 1. Mark the following statement as True (T) or False (F): ____ Reactive chemicals are likely to cause fire. 2. Check the correct physical properties/hazards and health hazards of reactive chemicals: ____ primarily hazardous as a skin irritant. ____ may be shock, heat or friction sensitive. ____ may be air or water reactive. ____ do not require special extinguishing agents. ____ chemical products from reactivity can be corrosive, poisonous or flammable. 3. In this work area, the MSDS for __________________ contains information about: (check each item as you find the information in the MSDS) ___ physical hazards ___ PPE ___ health hazards ___ emergency and handling procedures ___ methods of detection ___ First Aid procedures H. Understanding Toxic Chemicals: 1. Match the following words with the correct definitions by joining them with lines: toxic chemicals cancer-causing chemicals carcinogens chemicals that cause adverse health effects 2. Mark the following statement as True (T) or False (F): ____ The higher the dose, the smaller the effect (response). 3. The MSDS will state that a mixture is a health hazard if: [mark True (T) or False (F)] ____ 1% of components are known health hazards. ____ 0.1% of components are known/suspected carcinogens 4. In this work area, the MSDS for _______________________ contains information about: (check each item if you find the information in the MSDS) ___ physical hazards ___ PPE ___ health hazards ___ emergency and handling procedures ___ methods of detection ___ First Aid procedures  Back
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